Divergent Thinking in Italian Students with and Without Reading Impairments |
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| Authors: | Lucia Bigozzi Giuliana Pinto Renato Donfrancesco |
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| Institution: | 1. Department of Education and Psychology, University of Florence, Florence, Italy;2. Presidio la Scarpetta, Rome, Italy |
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| Abstract: | Several studies have explored the relationship between dyslexia and creativity, but results have been rather mixed. This study examines whether Italian dyslexic children are more creative than their peers without a reading impairment. One hundred ninety Italian children aged between 9 and 13 participated in this study, divided into two groups: Ninety five dyslexic students and ninety five peers without a reading impairment. All the participants’ creativity skills were assessed. The results indicated that dyslexic children outperformed their peers in the total score, and in the originality, elaboration, and titles sub-scores, whereas no differences were found in the fluency and flexibility sub-scores. The results are discussed in relation to the practical implications, and provide indications for supportive learning environments. |
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| Keywords: | Creativity divergent thinking dyslexia elaboration flexibility fluency transparent writing system |
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