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This study was conducted on a population of primary school children including bilingual language minority (BLM) children with L2-Italian and a variety of languages as L1 (e.g., Chinese, Albanian, Latin), and Italian-speaking monolingual children. The variety of languages ecologically reflects the nowadays composition of classes in the Italian school system. The aims were to investigate in both linguistic groups: (1) the developmental patterns of lexical, reading and spelling skills; (2) the pattern of predictive relations between lexical, reading and spelling skills. 159 primary school children from Grade 2 to Grade 5 participated in the study: BLM ( n  = 80) and monolingual ( n  = 79) children aged between 7 and 11 years. Each participant completed a vocabulary task (lexical skills), a text reading task (reading accuracy and reading speed) and a text dictation task (orthographic errors). ANOVA statistics showed the comparison of patterns between monolingual and BLM children in lexical, reading, and writing skills. Results show lower performances in lexical, reading and spelling skills in BLM children learning Italian as a second language compared to monolingual peers. Second, partial correlations performed separately for monolinguals and BLM with lexical ability as a control variable, illustrated that all variables correlated with each other in both groups. This result provides the option of performing hierarchical regressions. Finally, hierarchical regression analyses showed that the pattern of predictive relations between lexical, reading and spelling skills is the same across language groups, with the key role of orthographic accuracy as the pivotal process around which reading and lexical skills are built., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Vettori, Incognito, Bigozzi and Pinto.)

The importance of the quality of home literacy environment and practices (HLE&P) in the earliest years on children's reading and writing development is recognized in the literature. However, whether and to what extent this relationship between preschoolers' HLE&P on their later reading and writing skills in primary school is mediated by emergent literacy competence remains to be clarified. It may be that preschool constitutes a significant opportunity for children to develop notational awareness and phonological awareness which are emergent literacy skills that are fundamental for later reading and writing skills. Children who experience literacy-poor HLE&P with fewer opportunities to practice more complex language skills and diverse vocabulary might develop adequate reading and writing skills when their emergent literacy skills in preschool are high (notational and phonological awareness). This longitudinal study aimed to investigate the mediational role of preschoolers' emergent literacy skills in preschool (notational and phonological awareness) in the relationship between HLE&P and reading and writing skills shown by the same children in primary school using a large-scale dataset. A total of 115 children (mean-age at last year of preschool = 4.88 ± 0.36) took part in the research. In preschool, children performed emergent literacy tasks and their parents completed a home literacy questionnaire. Later, in primary school, children completed standardized assessments of spelling (orthographic accuracy and fluency in a dictation task) and reading decoding (accuracy and speed in a text reading task) skills. The results of mediational analyses showed that notational awareness totally mediates the relationship between HLE&P and reading speed (𝛽= - 0.17, p  < 0.05) and writing accuracy (𝛽=0.10, p  < 0.05), but not for reading accuracy in primary school. The mediational model with phonological awareness as mediator was not significant. The results are discussed in the light of the effect of preschool in contributing to filling children's home literacy gaps and disadvantages. In preschool, emergent literacy programs are essential to counterbalance the needs of preschoolers to develop adequate reading and writing skills when the family cannot provide enriched HLE&P from the early years of life., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Bigozzi, Vettori and Incognito.)

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni's correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children's oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Vettori, Bigozzi, Incognito and Pinto.)

The COVID-19 pandemic emergency has challenged children's socio-affective and cognitive development. It is essential to capture the modulation of their emotional experience through ecological and children-friendly tasks, such as written narratives and drawings. This contribution investigates the impact of pandemic experience (2020-2021 waves) on the internal states and emotions of the primary school age children, according to a longitudinal research approach through narratives (study 1 n = 21) and drawing tasks (study 2 n = 117). 138 Italian children were examined during COVID-19 three (study 1) or two waves (study 2). Children's written narratives were codified on the basis of narrative competence and psychological lexicon. Children's drawings were codified based on social/emotional, physical, and environmental elements. Results of narrative texts showed a lower psychological lexicon relating to positive emotions and a greater psychological lexicon relating to negative emotions only in the study sample group during the first lockdown compared to the previous and subsequent periods. Children's drawings of themselves showed a decrease of negative emotions during the third pandemic wave in comparison to the first pandemic wave. Results inform mental health services, school practitioners, and parents about the importance of written narratives and drawings for promoting well-being in the developmental age.

Background: Hepatitis C virus (HCV) infection has a worldwide incidence of 1.1%. In Italy, 60% of people who inject drugs (PWIDs) and are receiving assistance for substance use disorder are infected with HCV. However, this subset of patients has extremely limited access to care due to multiple factors, including alcohol abuse, psychological comorbidities, and homeless status., Aim: To describe the impact of our HCV-dedicated service for substance use disorder (SSUD) service on PWIDs receiving anti-HCV therapy., Methods: A dedicated, multidisciplinary team was set up at the SSUD of Trento in October 2020 to provide antiviral treatment to HCV RiboNucleic Acid-positive patients with an active or previous history of substance abuse. The treatment was followed by a health education program. Patients were treated with Direct-Acting Antivirals (DAAs). Data were retrospectively analyzed to assess the efficacy of our dedicated program in terms of therapy completion, HCV eradication, and compliance (primary endpoint). The rate of HCV reinfection and DAA-related toxicity were also assessed (secondary endpoints)., Results: A total of 40 patients were enrolled in the study: 28 (70.0%) were treated with Sofosbuvir/Velpatasvir, while 12 (30.0%) received Glecaprevir/Pibrentasvir. At the time of inclusion in the study, 36 patients were receiving opioid agonist maintenance therapy, whilst another 4 had just finished the treatment. 37.5% had a history of alcoholism and 42.5% received concomitant psychiatric treatment. All 40 patients (100.0%) completed the therapy cycle and 92.5% of patients adhered to the program. All patients tested negative for viral load at the end of the treatment. There were no significant drug interactions with common psychiatric treatments and no side effects were observed. The sustained virological response was achieved in 92.5% of cases with good tolerability, although two patients discontinued treatment temporarily. After HCV eradication, one patient died from an overdose, another from complications of cirrhosis, and one reinfection occurred., Conclusion: Very high adherence to therapy and good tolerability was observed in our series of HCV patients treated at the SSUD, regardless of the substance abuse condition. Further validation in a larger population is required., Competing Interests: Conflict-of-interest statement: All authors declare that they have no conflict of interest., (©The Author(s) 2022. Published by Baishideng Publishing Group Inc. All rights reserved.)

This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfaction. Specifically, teachers' high self-efficacy beliefs positively impact on job satisfaction if negative teaching and role emotions are contained at low levels., (Copyright © 2022 The Authors. Published by Elsevier B.V. All rights reserved.)

This randomized trial study aimed to analyze the efficacy of two different school-based interventions-normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)-on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4-5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1; n = 47); (2) the PASSI intervention carried out for 12 weeks (Condition 2; n = 119); and (3) the PASSI intervention carried out for 30 weeks (Condition 3; n = 85). We collected two waves of data before and after the interventions regarding notational knowledge and phonological skills. Using the mixed ANOVA, we found that the PASSI intervention (both durations of 12 and 30 weeks) led to a significantly higher level of notational knowledge in BLM children and their monolingual peers. In addition, we observed that with the PASSI intervention carried out for 30 weeks, the baseline difference between BLMs and their monolingual peers was nullified. This study demonstrates that well-designed, school-based programs can benefit language-minority children by supporting their emergent notational knowledge. This paper also discusses implications for bilingual education policymaking., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Incognito, Bigozzi, Vettori and Pinto.)

Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6-9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention-writing relationship with age.

Background: The effectiveness of colonoscopy strictly depends on adequate bowel cleansing. Recently, a 1 L polyethylene glycol plus ascorbate (PEG-ASC) solution (Plenvu; Norgine, Harefield, United Kingdom) has been introduced on the evidence of three phase-3 randomized controlled trials, but it had never been tested in the real-life., Aim: To assess the effectiveness and tolerability of the 1 L preparation compared to 4 L and 2 L- PEG solutions in a real-life setting., Methods: All patients undergoing a screening or diagnostic colonoscopy after a 4, 2 or 1 L PEG preparation, were consecutively enrolled in 5 Italian centers from September 2018 to February 2019. The primary endpoints of the study were the assessment of bowel cleansing success and high-quality cleansing of the right colon. The secondary endpoints were the evaluation of tolerability, adherence and safety of the different bowel preparations. Bowel cleansing was assessed through the Boston Bowel Preparation Scale. Adherence was defined as consumption of at least 75% of each dose, while tolerability was evaluated through a semi-quantitative scale. Safety was systematically monitored through adverse events reporting., Results: Overall, 1289 met the inclusion criteria and were enrolled in the study. Of these, 490 patients performed a 4 L-PEG preparation (Selgesse ® ), 566 a 2 L-PEG cleansing (Moviprep ® or Clensia ® ) and 233 a 1 L-PEG preparation (Plenvu ® ). Bowel cleansing by Boston Bowel Preparation Scale was 6.5 ± 1.5 overall and 6.3 ± 1.5, 6.2 ± 1.5, 7.3 ± 1.5 ( P < 0.001) in the subgroups of 4 L, 2 L and 1 L-PEG preparation, respectively. Cleansing success was achieved in 72.4%, 74.1% and 90.1% ( P < 0.001), while a high-quality cleansing of the right colon in 15.9%, 12.0% and 41.4% ( P < 0.001) for 4 L, 2 L and 1 L-PEG preparation groups, respectively. The 1 L preparation was the most tolerated compared to the 2 and 4 L-PEG solutions in the absence of serious adverse events within any of the three groups. Multiple regression models confirmed 1 L PEG-ASC preparation as an independent predictor of overall cleansing success, high-quality cleansing of the right colon and of tolerability., Conclusion: This study supports the effectiveness and tolerability of 1 L PEG-ASC, also showing it is an independent predictor of overall cleansing success, high-quality cleansing of the right colon and of tolerability., Competing Interests: Conflict-of-interest statement: The authors have no proprietary, financial, professional or other personal interest of any nature or kind in any product, service and/or company that could be construed as influencing the position presented in, or the review of this manuscript., (©The Author(s) 2020. Published by Baishideng Publishing Group Inc. All rights reserved.)

This study investigated the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students. The self-report "Learning Conceptions Questionnaire" (LCQ) and "Metacognitive questionnaire on the method of study" (QMS-in Italian) were administered to 136 middle-school students and their academic outcomes were collected. Correlation analyses revealed that within metacognitive skills/strategies only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure was significantly involved as mediator in the relationship between metacognitive skills/strategies and academic outcomes. This study permitted to advance our knowledge about the relationship between metacognitive skills/strategies and academic outcomes and it has opened the way to practical implications.

The authors compared the results obtained by using antibiotic therapy, vaccine, thymomodulin (a calf thymus acid lysate) and association of vaccine-thymomodulin in order to prevent acute infectious episodes in a group of 85 patients suffering with recurrent respiratory infections. The use of thymomodulin, alone and in association with vaccine, at the dose of 120 mg/die for 20 days/month during the period of observation (4 months), determined a higher reduction, (p less than 0.001) if compared with the other treatments, of the number and the duration of infectious episodes and moreover of the antibiotics' intake. Also the respiratory symptoms, and in particular the fits of coughing, showed an improvement. The pulmonary function indices and the laboratory parameters were unchanged in all groups studied.