Pubblicazioni recenti (selezionate)

Montuori, C., Gambarota, F., Altoè, G., & Arfé, B. (2024) The Cognitive Effects of Computational Thinking: A systematic Review and Meta-analytic Study. Computers & Education, 210, 104961, https://doi.org/10.1016/j.compedu.2023.104961

Montuori, C.; Pozzan, G.; Padova, C.; Ronconi, L.; Vardanega, T.; Arfé, B. Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers. Educ. Sci. 2023, 13, 858. https://doi.org/10.3390/educsci13090858

Arfé, B., Zancato, T. (2021). Language-specific effects in response to spelling intervention in Italian and in English as an additional language. Journal of Learning Disabilities, https://doi.org/10.1177/00222194211001757

Arfé, B., Festa, F., Ronconi, L., Spicciarelli, G. (2020). Oral sentence generation training to improve fifth and 10th graders’ writing. Reading and Writing, https://doi.org/10.1007/s11145-020-10114-5

Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children's planning and inhibition skills. Computers & Education, 148. doi:10.1016/j.compedu.2020.103807

Arfé, B., Fastelli, A. (2020). The influence of explicit and implicit memory processes on the spoken-written language learning ofchildren with CIs. In M. Marschark and H. Knoors (Eds.), The Oxford Handbook of Deaf Studies in Learningand Cognition, Oxford University Press.

Gomez, N., Fajardo, I., Ferrer, A., & Arfé, B. (2020). Time-course of grammatical processing in deaf readers: An eye-movement study. Journal of Deaf Studies and Deaf Education. doi.org/10.1093/deafed/enaa005

Sullivan, S., Oakhill, J., Arfé, B., & Gomez, N. (2020). Reading comprehension: A comparison of hearing, deaf and hard-of-hearing children. In S. Easterbrooks and H. Dostal (Eds.), The Oxford Handbook of Literacy Studies. Oxford University Press

Arfé, B., & Danzak, R. (2020). The influence of first language spelling and response inhibition skills on English-as-an-additional-language spelling. Cognitive Development, 56. https://doi.org/10.1016/j.cogdev.2020.100952

Arfé, B., Vardanega. T., Montuori, C., & Lavanga, M. (2019). Coding in Primary Grades Boosts Children’s Executive Functions. Frontiers in Psychology, 10: 2713. doi: 10.3389/fpsyg.2019.02713

Arfe, B., Corato, F., Pizzocaro, E., & Merella, A. (2019). The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia. Journal of Learning Disabilities. doi:10.1177/0022219419892845

Dockrell, J., Connelly, V., Arfé, B (2019). Struggling writers In elementary school: capturing drivers of performance. Learning and Instruction, 60, 75-84. doi.org/10.1016/j.learninstruc.2018.11.009

Arfé, B., Cona, E., Merella, A. (2018) Implicit training of spelling skills in Italian children with dyslexia. Topics in Language disorders, 38, 299

Arfé, B., Montanaro, M., Mottura, E. , Scaltritti, M., Manara,R., Basso, G., Sainati, L., & Colombatti, R. (2018). Selective difficulties in lexical retrieval and nonverbal executive functioning in children with HbSS sickle cell disease. Journal of Pediatric Psychology. doi: 10.1093/jpepsy/jsy005

Arfé, B., Mason, L., Fajardo, I. (2018). Simplifying informational text structure for struggling readers. Reading and Writing, 31, 2191–2210. doi10.1007/s11145-017-9785-6.