Irene Fergnani, Ernesto Stoppa, Silvia Lanfranchi

Specific learning disabilities in migrants’ children. Correlation between acculturation strategies, socio-cultural integration, reading skills and WISC-IV profiles

  • Abstract

Informations and abstract

Keywords: Migrant Families; Children; Reading Skills; Socio-Cultural Integration; WISC-IV.

Foreign pupils in Italy represent 9.2% of the total. Many of them manifest learning disorders in addition to linguistic, socio-cultural and adaptive difficulties. This study involves migrant families with children affected by Specific Learning Disabilities (SLD); the main goal is to examine the correlation between acculturation strategies, socio-cultural integration, reading and cognitive skills. The results show that: a) there is a positive correlation between the parent’s linguistic and cultural integration and the child’s verbal comprehension; b) the child’s socio-cultural integration – child’s participation in community life and his/her educational and linguistic integration – is connected to some of his/her skills; c) depending on the acculturation strategy chosen, children whose parents prefer Integration make fewer reading mistakes compared with children whose parents adopt Individualism. In conclusion, the results suggest the existence of a relation between the level of socio-cultural integration of migrant families and some cognitive and linguistic skills of the children with SLD.

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