Psychopathological symptoms in Italian children and adolescents with Specific Learning Disorder: What do mothers and fathers report about?

AL-YAGON, M. (2014). Child-mother and child-father attachmentsecurity: Links to internalizing adjustment among children withlearning disabilities. Child Psychiatry & Human Development, 45(1), 119-131.

AMERICAN PSYCHIATRIC ASSOCIATION (2000). Diagnostic andstatistical manual of mental disorders (4th ed.). Washington, DC:Author.

AMERICAN PSYCHIATRIC ASSOCIATION (2013). Diagnostic andstatistical manual of mental disorders (5th ed.). Washington, DC:Author.

BIANCARDI, A., BACHMANN, C. & NICOLETTI, C. (2016).Batteria Discalculia Evolutiva (BDE 2) [The Battery for theDevelopmental Dyscalculia]. Trento, Italy: Erickson.

BIOTTEAU, M., ALBARET, J.M., LELONG, S. & CHAIX, Y. (2016).Neuropsychological status of French children with developmentaldyslexia and/or developmental coordination disorder: Are bothnecessarilyworsethanone?ChildNeuropsychology,23(4),422-441.

BONIFACCI, P., MONTUSCHI, M., LAMI, L. & SNOWLING, M.J.(2014). Parents of children with dyslexia: Cognitive, emotionaland behavioral profile. Dyslexia, 20 (2), 175-190.

BONIFACCI, P., STORTI, M., TOBIA, V. & SUARDI, A. (2016).Specific learning disorders: A look inside children’s and parents’psychological well-being and relationships. Journal of learningdisabilities, 49 (5), 532-545.

BRACKEN, B.A. (2003). Test di Valutazione dell’Autostima [Self-Esteem Multidimensional Test]. Trento, Italy: Erickson.

BRUNSWICK, N., McDOUGALL, S. & DE MORNAY DAVIES, P.(Eds.) (2010). Reading and dyslexia in different orthographies.East Sussex: Psychology Press.

CAMUFFO, M., CERUTTI, R., LUCARELLI, L. & MAYER, R.(1988). C.D.I. Children Depression Inventory. Questionario diautovalutazione. Manuale. Florence, Italy: O.S. OrganizzazioniSpeciali.

CANTWELL, D.P., LEWINSOHN, P.M., ROHDE, P. & SEELEY, J.R.(1997). Correspondence between adolescent report and parentreport of psychiatric diagnostic data. Journal of the AmericanAcademy of Child & Adolescent Psychiatry, 36 (5), 610-619.

CHIAPPEDI, M. & BASCHENIS, I.M. (2016). Specific learningdisorders and anxiety: A matter of school experience? Minervapediatrica, 68 (1), 51-55.

CIANCHETTI, C. & FANCELLO, G. (2001). Scale Psichiatriche diAuto-somministrazione per Fanciulli e Adolescenti (SAFA) [Self-Administered Psychiatric Scales for Children and Adolescents].Florence, Italy: Giunti O.S. Organizzazioni Speciali.

COLTHEART, M. & LEAHY, J. (1996). Assessment of lexical andnonlexical reading abilities in children: Some normative data.Australian Journal of Psychology, 48 (3), 136-140.

CORNOLDI, C. & COLPO, G. (1998). Prove di lettura MT perla scuola elementare – 2 [MT reading test]. Florence, Italy:Giunti O.S. Organizzazioni Speciali.

CORNOLDI, C. & COLPO, G. (2012). Nuove prove di lettura MT perla scuola elementare e media [MT reading text]. Florence, Italy:Giunti O.S. Organizzazioni Speciali.

COSSU, G. (1999). The acquisition of Italian orthography. In M.Harris and G. Hatano (Eds.), Learning to read and write.Cambridge: Cambridge University Press.

DAHL, R.E. (2004). Adolescent brain development: A period ofvulnerabilities and opportunities. Keynote address. Annals of theNew York Academy of Sciences, 1021 (1), 1-22.

DAHLE, A.E., KNIVSBERG, A.M. & ANDREASSEN, A.B. (2011).Coexisting problem behavior in severe dyslexia. Journal ofResearch in Special Educational Needs, 11 (3), 162-170.

DUHIG, A.M., RENK, K., EPSTEIN, M.K. & PHARES, V. (2000).Inter-parental agreement on Internalizing, Externalizing, andTotal Problems: A meta-analysis. Clinical Psychology: Science andPractice, 7, 435-453.

FEURER, D.P. & ANDREWS, J.J. (2009). School-related stress anddepression in adolescents with and without learning disabilities: Anexploratorystudy.AlbertaJournalofEducationalResearch,55(1),92.

FIELD, A. (2009). Discovering statistics using SPSS (3rd ed.). London:Sage.

FORNESS, S.R. & KAVALE, K.A. (1996). Treating social skill deficitsin children with learning disabilities: A meta-analysis of theresearch. Learning Disability Quarterly, 19 (1), 2-13.

FRIGERIO, A., CATTANEO, C., CATALDO, M., SCHIATTI, A.,MOLTENI, M. & BATTAGLIA, M. (2004). Behavioral andemotional problems among Italian children and adolescentsaged 4 to 18 years as reported by parents and teachers. EuropeanJournal of Psychological Assessment, 20 (2), 124-133.

GHISI, M., BOTTESI, G., RE, A.M., CEREA, S. & MAMMARELLA,I.C. (2016). Socioemotional Features and Resilience in ItalianUniversity Students with and without Dyslexia. Frontiers inpsychology, 7, 1-9.

GOSWAMI, U., GOMBERT, J.E. & DE BARRERA, L.F. (1998).Children’s orthographic representations and linguistictransparency: Nonsense word reading in English, French, andSpanish. Applied Psycholinguistics, 19 (1), 19-52.

GRIETENS, H., ONGHENA, P., PRINZIE, P., GADEYNE, E., VANASSCHE, V., GHESQUIÈRE, P. & HELLINCKX, W. (2004).Comparisonofmothers’,fathers’,andteachers’reportsonproblembehavior in 5-to 6-year-old children. Journal of psychopathologyand behavioral assessment, 26 (2), 137-146.

HEIERVANG, E., STEVENSON, J., LUND, A. & HUGDAHL, K.(2001). Behavior problems in children with dyslexia. NordicJournal of Psychiatry, 55, 251-256.

HORNSTRA, L.E., DENESSEN, J., BAKKER, L.V., BERGH, D.& VOETEN, M. (2010). Teacher attitudes toward dyslexia:Effects on teacher expectations and the academic achievementof students with dyslexia. Journal of Learning Disabilities, 43,515-529.

KNIVSBERG, A.M. & ANDREASSEN, A.B. (2008). Behavior,attention and cognition in severe dyslexia. Nordic Journal ofPsychiatry, 62, 59-65.

KOVACS, M. (1982). The Children’s Depression Inventory manual.New York, NY: Multi-Health Systems.

LEE, A. & HANKIN, B.L. (2009). Insecure attachment, dysfunctionalattitudes, and low self-esteem predicting prospective symptomsof depression and anxiety during adolescence. Journal of clinicalchild & Adolescent Psychology, 38 (2), 219-231.

MAMMARELLA, I.C., GHISI, M., BOMBA, M., BOTTESI, G.,CAVIOLA, S., BROGGI, F. & NACINOVICH, R. (2016). Anxietyand depression in children with nonverbal learning disabilities,reading disabilities, or typical development. Journal of learningdisabilities, 49 (2), 130-139.

MARGARI, L., BUTTIGLIONE, M., CRAIG, F., CRISTELLA, A.,DE GIAMBATTISTA, C., MATERA. OPERTO, F. & SIMONE,M. (2013). Neuropsychopathological comorbidities in learningdisorders. BMC neurology, 13 (1), 198.

MAUGHAN, B., ROWE, R., LOEBER, R. & STOUTHAMER-LOEBER, M. (2003). Reading problems and depressed mood.Journal of Abnormal Child Psychology, 31, 219-229.

McNAMARA, J., VERVAEKE, S. & WILLOUGHBY, T. (2008).Learning disabilities and risk-taking behavior in adolescents:A comparison of those with and without comorbid attention-deficit/ hyperactivity disorder. Journal of Learning Disabilities,41, 561-574.

MORLINI, I., STELLA, G. & SCORZA, M. (2014). A new procedureto measure children’s reading speed and accuracy in Italian.Dyslexia, 20, 54-73.

MORLINI, I., STELLA, G. & SCORZA, M. (2015). Assessingdecoding ability: The role of speed and accuracy and a newcomposite indicator to measure decoding skill in elementarygrades. Journal of Learning Disabilities, 48, 176-195.

MUGNAINI, D., LASSI, S., LA MALFA, G. & ALBERTINI, G. (2009).Internalizing correlates of dyslexia. World Journal of Pediatrics, 5(4), 255-264.

NABUZOKA, D. & SMITH, P.K. (1993). Sociometric status andsocial behavior of children with and without learning difficulties.Journal of Child Psychology and Psychiatry, 34 (8), 1435-1448.

NELSON, J.M. & HARWOOD, H. (2011). Learning disabilities andanxiety: A meta-analysis. Journal of learning disabilities, 44 (1),3-17.

NEWCOMER, P., BARENBAUM, E. & BRYANT, B. (1995).Depression and Anxiety in Youth Scale. Austin, TX: PRO-ED.

PANEL, D.A.E.R.D. CONSENSUS CONFERENCE DSA (2011).Raccomandazioni cliniche sui DSA: Risposte a quesiti.

PHARES, V. (1997). Accuracy of informants: Do parents think thatmother knows best? Journal of Abnormal Child Psychology, 25,165-171.

RAVEN, J.C. (1958). Guide to using the Coloured Progressive Matrices.Oxford, England: H.K. Lewis & Co.

SARTORI, G., JOB, R. & TRESSOLDI, P. (1995). Batteria per lavalutazione della dislessia e disortografia evolutiva [Battery forthe evaluation of developmental dyslexia and dysorthography].Florence, Italy: Giunti O.S. Organizzazioni Speciali.

SARTORI, G., JOB, R. & TRESSOLDI, P. (2007). DDE-2. Batteria perla valutazione della dislessia e disortografia evolutiva – 2 [Batteryfor the evaluation of developmental dyslexia and dysorthography- 2]. Florence, Italy: Giunti O.S. Organizzazioni Speciali.

SCORZA, M., BONI, C.D., ZANZURINO, G.G.F., SCORTICHINI,F., MORLINI, I. & STELLA, G. (2015). Decoding automaticity inreading process and practice. How much influence does summervacation have on children’s reading abilities in primary school?BPA Applied Psychology Bulletin, 273, 17-29.

SEIFFGE-KRENKE, I. & KOLLMAR, F. (1998). Discrepanciesbetween mothers’ and fathers’ perceptions of sons’ and daughters’problem behaviour: A longitudinal analysis of parent‐childagreement on internalising and externalising problem behaviour.Journal of Child Psychology and Psychiatry, 39, 687-697.

STANGER, C. & LEWIS, M. (1993). Agreement among parents,teachers and children on internalizing and externalizing behaviorproblems. Journal of Clinical Child Psychology, 22, 107-115.

TRESSOLDI, P., CORNOLDI, C. & RE, A.M. (2013). Batteria perla Valutazione della Scrittura e della Competenza Ortografica– 2 (BVSCO-2) [Battery for the Assessment of Writing Skills].Florence, Italy: Giunti O.S. Organizzazioni Speciali.

TREUTLER, C.M. & EPKINS, C.C. (2003). Are discrepancies amongchild, mother, and father reports on children’s behavior relatedto parents’ psychological symptoms and aspects of parent-childrelationships? Journal of Abnormal Child Psychology, 31, 13-27.

VAN DER ENDE, J. (1999). Multiple informants: Multiple views.In H.M. Koot, A.A.M. Crijnen & R.F. Ferdinand (Eds.), Childpsychiatric epidemiology. Accomplishments and future directions.Assen, the Netherlands: Van Gorcum.

WILLCUTT, E.G. & PENNINGTON, B.F. (2000). Psychiatriccomorbidity in children and adolescents with reading disability.Journal of Child Psychology and Psychiatry, 41, 1039-1048.

WILLCUTT, E.G., PETRILL, S.A., WU, S., BOADA, R.,DEFRIES, J.C., OLSON, R.K. & PENNINGTON, B.F. (2013).Comorbidity between reading disability and math disability:Concurrent psychopathology, functional impairment, andneuropsychological functioning. Journal of learning disabilities,46 (6), 500-516.

WILSON, A., ARMSTRONG, C., FURRIE, A. & WALCOT, E. (2009).The mental health of Canadians with self-reported learningdisabilities. Journal of Learning Disabilities, 42, 24-40.

ZOCCOLOTTI, P., DE LUCA, M., DI FILIPPO, G., JUDICA,A. & MARTELLI, M. (2009). Reading development in anorthographically regular language: Effects of length, frequency,lexicality and global processing ability. Reading and Writing, 22(9), 1053.

ZONNO, M., SCORZA, M., MORLINI, I. & STELLA, G. (2016). Theevolution of the reading profile in children with developmentaldyslexia in a regular orthography. BPA Applied PsychologyBulletin, 277, 11-27.