Tecniche per la promozione della lettura nella scuola primaria.

In questo lavoro presentiamo alcune tecniche di promozione della lettura, per la fascia di età della scuola primaria, molto diffuse nell’area anglo-americana riportandone le evidenze scientifiche. A questo scopo, è stata compiuta, attraverso le banche dati e i motori di ricerca più noti, una selezione tra gli studi effettuati sul tema della lettura dialogica, nella sola fascia di età della scuola primaria, facendo riferimento a rassegne critiche e meta-analisi. Le conclusioni evidenziano che le tecniche presentate hanno ricadute positive sulla motivazione alla lettura e nel percorso di apprendimento che porterà all’acquisizione degli elementi formali della lettura. Queste tecniche costituiscono, quindi, un continuum di grande importanza tra l’età pre-scolare e quella scolare anche grazie al loro valore inclusivo. A scopo esemplificato, viene presentata la tecnica del modeling come supporto per la lettura condivisa degli IN-book. Vengono, infine, proposti all’attenzione due progetti internazionali di promozione della lettura, utili per reperire materiali multi-lingue per attività di lettura condivisa

The MUSE project. Improving access, participation and learning of students with disability in Latin American universities.

This paper aims to present the activities carried out within the MUSE European Project, with specific regard to the Work Package \u201cModernization and Strengthening of Human Capital\u201d, led by University of Bologna. One of the main goal of this project is the creation \u2013 in Chile, Mexico and Argentina \u2013 of Students with disabilities Support Centres and long-term strategies for the access and retention of students with disabilities in the Higher Education system. In order to design and create these Support Centres, the University of Bologna trained 30 administrative and academic staff from Latin America on the main conceptual issues related to: Inclusive Approach, Universal Design for Learning, ICT for inclusion and pedagogical design of active learning environment. The training aims to provide pedagogical and didactic competences \u2013 in particular on the use of ICT \u2013 to foster the inclusion of students with disability at university

Digital and inclusive environment

The paper presents, regarding to the actual legislation on the special educational needs (SEN), a search conducted by the University of Perugia, inserted in a pilot project that has involved ten schools in Umbria and Lazio. The work describes the instructional aspects associated to the introduction of the new technologies in classroom and helps us to understand as they influence the processes learning and reinforce those of inclusion.   Ambienti digitali inclusivi Il contributo presenta, alla luce della normativa attuale sui bisogni educativi speciali (BES), una ricerca condotta dall’Università degli Studi di Perugia, inserita in un progetto pilota che ha coinvolto dieci scuole in Umbria e Lazio. Il lavoro di ricerca descrive gli aspetti didattici legati all’introduzione delle nuove tecnologie in classe e ci aiuta a comprendere come queste condizionano i processi di apprendimento degli alunni e rafforzano quelli di inclusione

Dislessia e tecnologie: quali evidenze di efficacia?

In questo lavoro ci si chiede se, in che misura e in quali contesti, le tecnologie possano essere efficaci per la dislessia. A questo scopo è stata compiuta, attraverso i motori di ricerca più noti, una selezione tra gli studi effettuati sul tema ricercando dapprima meta-analisi e rassegne critiche per poi passare a raccogliere e comparare ricerche sperimentali che si presentassero come significative e affidabili.Il risultato di questa indagine ha portato ad individuare due rilevanti rassegne, alle quali sono stati aggiunti due studi precedenti al 2004 e sei ricerche compiute dal 2005 sino ad oggi, concernenti la sintesi vocale, il riconoscimento vocale, la Computer-Assisted Instruction (CAI), l’ipermedialità e multimedialità del testo elettronico, i programmi di lettura e spelling e quelli di consapevolezza fonologica.Le conclusioni mettono in evidenza che le tecnologie di maggiore efficacia riguardano i software drill & practice orientati all’apprendimento fonologico, i software per il riconoscimento vocale ed altri strumenti di supporto alla scrittura elettronica

Digital and inclusive environment

The paper presents, regarding to the actual legislation on the special educational needs (SEN), a search conducted by the University of Perugia, inserted in a pilot project that has involved ten schools in Umbria and Lazio. The work describes the instructional aspects associated to the introduction of the new technologies in classroom and helps us to understand as they influence the processes learning and reinforce those of inclusion. Ambienti digitali inclusiviIl contributo presenta, alla luce della normativa attuale sui bisogni educativi speciali (BES), una ricerca condotta dall’Università degli Studi di Perugia, inserita in un progetto pilota che ha coinvolto dieci scuole in Umbria e Lazio. Il lavoro di ricerca descrive gli aspetti didattici legati all’introduzione delle nuove tecnologie in classe e ci aiuta a comprendere come queste condizionano i processi di apprendimento degli alunni e rafforzano quelli di inclusione

O processo didático e pedagógico na construção de cenários animados por alunos com indicativo de altas habilidades/superdotação

Since 2017, interventions have been carried out with students with an indication of High Abilities/Giftedness (AH/SD) from a public school based in the same space as the University where research projects are carried out with the construction of animated scenarios in GeoGebra. In this context, the work discusses the main didactic and pedagogical constraints involved in the construction of scenarios animated by students with AH/SD indicative. Videos collected in 2019 were analyzed considering seven attributions that help in the classification of scientific materials, taking into account the potential for learning through investigation: assertions, non-programmed information, cognition, solid argumentation, mention of theory, use of definition and experimentation. The potential of building animated scenarios in GeoGebra for understanding mathematical content was identified, when mediated by the teacher's action when questioning the student and, especially when interfering by formalizing mathematical definitions that students could not associate with the scenario without the teacher.  Desde 2017 são realizadas intervenções com alunos com indicativo de Altas Habilidades/Superdotação (AH/SD) de uma escola pública sediada no mesmo espaço da Universidade em que são realizados projetos de pesquisa com a construção de cenários animados no GeoGebra. Neste contexto, o trabalho discute os principais condicionantes didáticos e pedagógicos envolvidos na construção de cenários animados por alunos com indicativo AH/SD. Foram analisados vídeos coletados em 2019 considerando sete atribuições que auxiliam na classificação dos materiais científicos levando em conta o potencial na aprendizagem através da investigação: asserções, informações não programadas, cognição, argumentação sólida, menção à teoria, uso da definição e experimentação. Identificou-se o potencial da construção de cenários animados no GeoGebra para a compreensão de conteúdos matemáticos, quando mediados pela ação do professor ao questionar o aluno e, especialmente ao interferir formalizando definições matemáticas que eles não poderiam associar ao cenário sem o professor.

Notulae to the Italian alien vascular flora: 14

In this contribution, new data concerning the distribution of vascular flora alien to Italy are presented. It includes new records, confirmations, and status changes for Italy or for Italian administrative regions. Nomenclatural and distribution updates, published elsewhere, and corrections are provided as Suppl. materia

Notulae to the Italian alien vascular flora: 14

In this contribution, new data concerning the distribution of vascular flora alien to Italy are presented. It includes new records, confirmations, and status changes for Italy or for Italian administrative regions. Nomenclatural and distribution updates, published elsewhere, and corrections are provided as Suppl. material

COVID-19 severity and mortality in patients with CLL: an update of the international ERIC and Campus CLL study

Patients with chronic lymphocytic leukemia (CLL) may be more susceptible to Coronavirus disease 2019 (COVID-19) due to age, disease, and treatment-related immunosuppression. We aimed to assess risk factors of outcome and elucidate the impact of CLL-directed treatments on the course of COVID-19. We conducted a retrospective, international study, collectively including 941 patients with CLL and confirmed COVID-19. Data from the beginning of the pandemic until March 16, 2021, were collected from 91 centers. The risk factors of case fatality rate (CFR), disease severity, and overall survival (OS) were investigated. OS analysis was restricted to patients with severe COVID-19 (definition: hospitalization with need of oxygen or admission into an intensive care unit). CFR in patients with severe COVID-19 was 38.4%. OS was inferior for patients in all treatment categories compared to untreated (p < 0.001). Untreated patients had a lower risk of death (HR = 0.54, 95% CI:0.41–0.72). The risk of death was higher for older patients and those suffering from cardiac failure (HR = 1.03, 95% CI:1.02–1.04; HR = 1.79, 95% CI:1.04–3.07, respectively). Age, CLL-directed treatment, and cardiac failure were significant risk factors of OS. Untreated patients had a better chance of survival than those on treatment or recently treated

The evolving landscape of COVID‐19 and post‐COVID condition in patients with chronic lymphocytic leukemia: A study by ERIC, the European research initiative on CLL

In this retrospective international multicenter study, we describe the clinical characteristics and outcomes of patients with chronic lymphocytic leukemia (CLL) and related disorders (small lymphocytic lymphoma and high-count monoclonal B lymphocytosis) infected by SARS-CoV-2, including the development of post-COVID condition. Data from 1540 patients with CLL infected by SARS-CoV-2 from January 2020 to May 2022 were included in the analysis and assigned to four phases based on cases disposition and SARS-CoV-2 variants emergence. Post-COVID condition was defined according to the WHO criteria. Patients infected during the most recent phases of the pandemic, though carrying a higher comorbidity burden, were less often hospitalized, rarely needed intensive care unit admission, or died compared to patients infected during the initial phases. The 4-month overall survival (OS) improved through the phases, from 68% to 83%, p = .0015. Age, comorbidity, CLL-directed treatment, but not vaccination status, emerged as risk factors for mortality. Among survivors, 6.65% patients had a reinfection, usually milder than the initial one, and 16.5% developed post-COVID condition. The latter was characterized by fatigue, dyspnea, lasting cough, and impaired concentration. Infection severity was the only risk factor for developing post-COVID. The median time to resolution of the post-COVID condition was 4.7 months. OS in patients with CLL improved during the different phases of the pandemic, likely due to the improvement of prophylactic and therapeutic measures against SARS-CoV-2 as well as the emergence of milder variants. However, mortality remained relevant and a significant number of patients developed post-COVID conditions, warranting further investigations