ArticleChildren (Basel, Switzerland)2021
Reading Skills of Children with Dyslexia Improved Less Than Expected during the COVID-19 Lockdown in Italy.
Article in Children (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 3 of them syntheses that pooled it.
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Who cites it
16 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review.Dyslexia (Chichester, England) · 2026Pooled it
- The effects of the COVID-19 pandemic on Italian primary school children's learning: A systematic review through a psycho-social lens.PloS one · 2024Pooled it
- Dyslexia: A Bibliometric and Visualization Analysis.Frontiers in public health · 2022Pooled it
- Exploring Dyslexia Risk Through Psycholinguistic and Orofacial Correlates: Neurodevelopmental Insights Toward a Personalized Medicine Approach.Journal of personalized medicine · 2025Article
- Teleassessment can overestimate the risk of learning disability in first and second grade of primary school.Italian journal of pediatrics · 2025Article
- The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.Journal of autism and developmental disorders · 2023Article
- Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19.Reading and writing · 2023Article
- Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States.Reading and writing · 2023Article
- Conclusive Thoughts for a New Beginning.Children (Basel, Switzerland) · 2022Article
- The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study.Journal of attention disorders · 2022Article
- Reading fluency during the COVID-19 pandemic: a longitudinal and cross-sectional analysis.Arquivos de neuro-psiquiatria · 2022Article
- Specific Learning Disorders and Special Educational Needs during COVID-19 Pandemic; Pilot Survey Study Performed in Local District Schools in Italy.Children (Basel, Switzerland) · 2022Article
- Recent Advances in Child and Adolescent Psychiatry.Children (Basel, Switzerland) · 2022Article
- Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic.Education and information technologies · 2022Article
- Distance learning during COVID-19 lockdown: Impact on adolescents with specific learning disorders and their parents.Frontiers in psychiatry · 2022Article
- School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review.Children (Basel, Switzerland) · 2021Review
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Following school closures due to the SARS-CoV-2 pandemic, for some months, children received only distance learning. The effects of this approach, however, are not clear for children with dyslexia. We conducted a cross-sectional comparison between children with and without dyslexia after the so-called "lockdown" and a comparison between pre- and post-lockdown parameters in children with dyslexia. We recruited sixty-five children with dyslexia (dyslexia group, DG) from an outpatient facility in Pavia (Lombardy, Italy) and fifty-two children without specific learning disabilities as the control group (CG) from summer camps in the same province. We performed neuropsychological tests to explore reading skills and an ad hoc questionnaire to explore how parents and children had experienced the measures taken to reduce spreading of SARS-CoV-2 infection. 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. Specific interventions should therefore be provided to minimize the risk of negative effects on global development.
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