Divergent Thinking in Italian Students with and Without Reading Impairments

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.

Keywords:

• Creativity
• divergent thinking
• dyslexia
• elaboration
• flexibility
• fluency
• transparent writing system

Acknowledgement

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.