Authors:
Matteo, Chiappedi, Serena, Grumi, Livio, Provenzi, Renato, Borgatti, Cristiano, Termine
Abstract:
This database includes the raw data linked with the paper ���Reading Skills of Children with Dyslexia Improved Less than Expected During the COVID-19 lockdown in Italy��� published in ���Children���. In this paper, we reported the modification of reading speed and accuracy in children with Specific Learning Disorders during the COVID-19 lockdown in Italy (measured with word, non-word and text reading standardized tests administered before and after the ���lockdown���) and answers to an ad hoc questionnaire re (...)
This database includes the raw data linked with the paper ���Reading Skills of Children with Dyslexia Improved Less than Expected During the COVID-19 lockdown in Italy��� published in ���Children���. In this paper, we reported the modification of reading speed and accuracy in children with Specific Learning Disorders during the COVID-19 lockdown in Italy (measured with word, non-word and text reading standardized tests administered before and after the ���lockdown���) and answers to an ad hoc questionnaire regarding their experience during the lockdown period. The reading assessment was performed through three tasks. The first two tasks (i.e., reading aloud a list of words and a list of non-words) were derived from the Battery for the Assessment of Developmental Dyslexia and Dysorthography-2 (DDE-2 Battery by Sartori et al.) to assess reading speed (syllables per second) and accuracy (number of errors). The third task was derived from the Assessment of Reading and Comprehension Skills for Elementary and Middle School (MT-3-Clinic tasks by Cornoldi and Carretti) and it consists of reading a text aloud to assess reading speed (syllables per second) and accuracy (number of errors). An ad hoc questionnaire provided a detailed characterization of the online school delivered during the lockdown period (March���June 2020), including which kinds of remote education were implemented (e.g., online vs. pre-recorded lessons), major challenges in managing online school (e.g., online platform, connection, family management), and parents��� perception of their children learning trajectories. The questionnaire was filled in by parents as well as by children with the help of a dedicated researcher. Between 59 to 63% of children with dyslexia did not reach the average expected increase of reading skills. According to their parents, they also showed greater social isolation and fewer worries about the pandemic and the school���s closure. Our data indicate that children with dyslexia are at increased risk of consequences on their learning potential in case of school closure. They also seem to have a peculiar psychological experience of school closure.
(Read More)