Ricevo sia in presenza che a distanza su appuntamento da chiedere per mail: lucia.bigozzi@unifi.it.

Lucia Bigozzi (Firenze, 6.11.1958), residente in Via Giuseppe Giusti n.21, 50121, Firenze, tel. 055-2345581, e-mail lbigozzi@unifi.it. Sede lavorativa Università degli studi di Firenze, Dipartimento di Scienze della Formazione e Psicologia, Complesso di San Salvi, Padiglione 26, Via di San Salvi 12, 50135 Firenze , Tel: 055- 2755010.

1977 Diploma di maturità Classica, presso il Liceo Galileo di Firenze.

1978 Diploma di maturità magistrale.

1983 Vincitrice concorso a ruolo docente scuola elementare.

1988 Laurea in Filosofia con voti 110 /110 con lode, presso l’Università degli studi di Firenze, con tesi dal titolo: “Il gioco sociale con regole nelle teorie di Jean Piaget e Max Wertheimer”.

1990 Vincitrice di concorso ai sensi dell'art.5 L.1213 / 67, per l’assegnazione alla II Catte­dra di Psicologia dell'Età Evolutiva dell'Università degli studi di Firenze.

Dal 1990 al 1999 è assegnata alle esercitazioni didattiche ai sensi dell'art.5 L.1213 / 67, alla Catte­dra di Psicologia dell'Età Evolutiva dell'Università degli studi di Firenze.

1996 – 97 Frequenta il Corso annuale di perfezionamento “Apprendimento e sviluppo delle competenze in lettura” presso la Facoltà di Scienze della Formazione, Corso di Laurea in Psicologia, Università degli Studi di Firenze, Direttore del corso: Prof. Filippo Boschi.

Dal 19-2-97 è iscritta all’Ordine degli Psicologi della Regione Toscana (n. 2379).

1997 – 98 Frequenta il Corso annuale di perfezionamento “Fondamenti psicologici della lettura iniziale e avanzata” presso la Facoltà di Scienze della Formazione, Corso di Laurea in Psicologia, Università degli Studi di Firenze, Direttore del corso: Prof. Filippo Boschi.

1999 E’ cultore della materia Presso la Cattedra di Psicologia dell’Educazione, Corso di Laurea in Psicologia.

Dal 1999 è ammessa a svolgere la psicoterapia.

1999 Vincitrice di concorso per attività quadriennale di supervisione del tirocinio per il Corso di laurea in Scienze della Formazione Primaria dell’Università degli Studi di Firenze.

2003 vincitrice della valutazione comparativa ad un posto di ricercatore universitario per il settore scientifico disciplinare M-PSI 04, Università di Firenze.

Luglio 2010 ottiene l’idoneità a professore di II fascia, settore scientifico disciplinare M-Psi04.

Dal Dicembre 2011 ha preso servizio come Professore Associato presso la Facoltà di Psicologia dell’Ateneo fiorentino.

Dal dicembre 2015 è Professoressa Associata confermata al Dipartimento di Scienze della Formazione e Psicologia, Università di Firenze.

Abilitata al ruolo di Professore di Prima fascia dal Marzo 2017.

Professore Ordinario dal 1 marzo 2020.

Ambiti nei quali si svolge l’attività di studio e  di ricerca. 

Psicologia dell'apprendimento scolastico

Difficoltà e disturbi di apprendimento scolastico

Psicologia della disabilità e dell'integrazione (integrazione nella scuola, nei gruppi  sportivi e nelle associazioni educative)

Processi di costruzione dei concetti

Processi di attenzione  e Disturbo dell’attenzione /iperattività

Disturbi dello spettro autistico     

Su tali temi ha partecipato ai programmi di ricerca finanziati da Enti Pubblici (40%, 60%, C.N.R, Azienda Sanitaria Nazionale) e da Enti Privati

I risultati di tali ricerche hanno trovato spazio in pubblicazioni su riviste scientifiche ed in libri o saggi in volumi.

Lucia Bigozzi (6^th of November, 1958 - Florence), Professor of Developmental and Educational Psychology, University of Florence, Department of Educational Sciences and Psychology.

Work address: Via di San Salvi 12, Building 26, 50135 Florence, phone: 055- 2755010. Personal address: Via Giuseppe Giusti, 21, 50121, Florence, phone: 055-2345581, e-mail: lbigozzi@unifi.it

Associate Professor, On March 2017 she obtained the National Scientific Qualification to function as Full Professor in Italian Universities - 11/E2 Developmental and Educational Psychology.

Member of Senato Accademico 2016 /2020

Academic Status and research activities

1978 Secondary school degree in Education. 1977 Secondary school degree with major in classical studies, at “Liceo Galileo” of Florence.

1983 winner of a competition for full time teacher in primary education

1988 Degree in Philosophy cum laude at University of Florence, Title of dissertation: 'The social game with rules in the theories of Jean Piaget and Max Wertheimer'.

1990 winner of a competition, under the law L.1213 / 67, art. 5, to hold the II chair of Developmental Psychology, University of Florence, confirmed for 9 years

1990-1999 winner of a competition for a supervision activity of training for the Primary Education Course at the University of Florence.

1996 – 97 she attended the annual specialization course ‘Learning and development of reading skills’, Department of Psychology, University of Florence (Italy), Director: Prof. Filippo Boschi

1997 – 98 she obtained the specialization: "Psychological foundations of early and advanced reading" Department of Psychology, University of Florence (Italy), Director: Prof. Filippo Boschi

1999 Culturist of matter in Educational Psychology (Faculty of Psychology, University of Florence)

Since 1999 she allowed to practice the psychotherapy.

1999 winner of the Competition for four-year supervision of the internship for the degree course in Primary Education Sciences, University of Florence.

2003 winner of a comparative assessment for academic researchers, academic branch M-PSI 04, University of Florence.

July 2010 she obtained the National Scientific Qualification to function as Associate Professor (M-PSI/04)

Since December 2011, Associate Professor of Developmental Psychology at the University of Florence.

Since December 2015, Confirmed as Associate Professor of Developmental Psychology at the University of Florence – Department of Education and Psychology.

On March 2017 she obtained the National Scientific Qualification to function as Full Professor in Italian Universities - 11/E2 Developmental and Educational Psychology.

 CURRICULUM REASEARCH AND ACADEMIC ACTIVITIES

Lucia Bigozzi

Disciplinary Scientific sector M-PSI /04

Lucia Bigozzi (6^th of November, 1958 - Florence), Full Professor of Developmental and Educational Psychology, University of Florence, Department of Educational Sciences and Psychology.

Work address: Via di San Salvi 12, Building 26, 50135 Florence, phone: 055- 2755010. Personal address: Via Giuseppe Giusti, 21, 50121, Florence, phone: 055-2345581, e-mail: lbigozzi@unifi.it

Member of Senato Accademico 2016 /2020

Academic Status and research activities

1978 Secondary school degree in Education. 1977 Secondary school degree with major in classical studies, at “Liceo Galileo” of Florence.

1983 winner of a competition for full time teacher in primary education

1988 Degree in Philosophy cum laude at University of Florence, Title of dissertation: 'The social game with rules in the theories of Jean Piaget and Max Wertheimer'.

1990 winner of a competition, under the law L.1213 / 67, art. 5, to hold the II chair of Developmental Psychology, University of Florence, confirmed for 9 years

1990-1999 winner of a competition for a supervision activity of training for the Primary Education Course at the University of Florence.

1996 – 97 she attended the annual specialization course ‘Learning and development of reading skills’, Department of Psychology, University of Florence (Italy), Director: Prof. Filippo Boschi

1997 – 98 she obtained the specialization: "Psychological foundations of early and advanced reading" Department of Psychology, University of Florence (Italy), Director: Prof. Filippo Boschi

1999 Culturist of matter in Educational Psychology (Faculty of Psychology, University of Florence)

Since 1999 she allowed to practice the psychotherapy.

1999 winner of the Competition for four-year supervision of the internship for the degree course in Primary Education Sciences, University of Florence.

2003 winner of a comparative assessment for academic researchers, academic branch M-PSI 04, University of Florence.

July 2010 she obtained the National Scientific Qualification to function as Associate Professor (M-PSI/04)

Since December 2011, Associate Professor of Developmental Psychology at the University of Florence.

Since December 2015, Confirmed as Associate Professor of Developmental Psychology at the University of Florence – Department of Education and Psychology.

On March 2017 she obtained the National Scientific Qualification to function as Full Professor in Italian Universities - 11/E2 Developmental and Educational Psychology.

On 3 March 2020 Full Professor, Developmental and Educational Psychology.

Enrollement in Registers, Societies, and Associations

1989 member of the Board of Directors of C.I.D.I (Teachers’ Democratic Initiatives Centre). 1993 fellow of the Italian Society of Psychology (S.I.Ps). 1995 fellow of the Italian Society of Educational Psychology

1996 enrolled in the register of the Roll of Psychologists in Tuscany, Italy (n. 2379).

1999 enrolled in the register of the Roll of Psychologists allowed to job psychotherapies.

1999 member AIP (Italian Association of Psychology), Section of Developmental and Educational Psychology

From 1999 to 2002 she collaborated with the journal Infant School, Giunti Publishing House, for which she edited the "Real Time" section.

2000 enrolled in the Export Witnesses lists at the Tribunal of Florence, as developmental psychologist specialized in developmental damages in minors who have lost one of their parents.

2003 member EARLI (European Association Research Learning and Instruction). 2003 member AIRIPA (Italian Association of research-intervention in Learning Psychopathology)

Since 2011 she has been a member of the Scientific Committee of the Franco Angeli Association of Disability Psychology.

2013 member Workshop on disability of the Tuscany Region.

2014member of the Scientific Committee of Polo di Ricerca Polo M.T.Bozzo, University of Genova (Italy)

2015 she is a Promoter Member and member of the Scientific Committee of the Society for Learning and Education Informed by Evidence (SApIE).

Since 2017 member ISSBD (International Society for the Study of Behavioural Development)

2018 member IARLD (International Academy for Research in Learning Disabilities)

Collaborations with Journals and magazine

member of the Editorial Board for Health Professionals Magazine (HPM)

member of Editorial Board del Madridge Journal of Behavioral and Social Sciences (MJBSS).

Referee for:

Educational Research Review

European Journal of Developmental Psychology

Journal of Intellectual Disability - Diagnosis and Treatment

Frontiers of Psychology

Child and Adolescent Mental Health

Psychological Reports

Learning and Individual Differences

Madridge Journal of Behavioral and Social Sciences

Disturbo di Attenzione e Iperattività

Giornale Italiano di Psicologia

Giornale di psicologia dello Sviluppo

Psicologia Clinica dello Sviluppo

Rivista di Psicolinguistica Applicata

Bollettino di Psicologia Applicata

Form@re

• the publisher's book Franco Angeli Psychology of disability
• for the Junior publishing house in Bergamo

RESEARCH ACTIVITY

Topic of Research

Processes and instruments for school integration of pupils with disabilities

Development of intelligence and concepts.

Development of metacognition and theories of mind.

Communicative and linguistic development.

Development of first literacy processes.

Representation and compehension of the text.

Inferential processes and narrative structure.

Teaching - learning processes with particular interest for studies aimed at empirically testing the effectiveness of educational and teaching methods

Specific learning disabilities with particular interest in the identification of the predictors of developmental dyslexia, the explanatory factors of the specific disorder of learning spelling, the relationship between lexical competence and reading comprehension

ADHD with particular interest for psychodiagnostic aspects, for the efficacy and temporal aspect of psychotherapeutic intervention, for school integration strategies.

Disorders of the Spectrum of Autism, with particular interest in the diagnostic aspects and the different psychotherapeutic approaches.

In these research areas I have joined the research programs funded by public bodies (40%, 60%, C.N.R, National Medical Health). The results of these researches have been published on scientific journals, in books and essays, listed in the attachment.

Research projects

National projects financed by MURST (Ministry of University and of Scientific Research)

• Member of PRIN 2006; positive evaluation and FINANCED Title of the project:Un modello evolutivo della capacità di scrivere: l’individuazione precoce delle difficoltà ortografiche, Unit scientific coordinator Prof. Piero Boscolo, University of Padova, Unit scientific Leader Prof. Giuliana Pinto, University of Firenze

POSITIVELY EVALUATED BY THE MINISTRY OF SCIENTIFIC RESEARCH

AS MEMBER:

• COFIN 2003member of the Unit ResearchTitle of the project:La qualita' della relazione fraterna e lo sviluppo della competenza sociale e dell'adattamento scolastico in bambini e pre-adolescenti, Unit scientific coordinator Prof. Alida Lo Coco, University of Palermo.
• PRIN 2005 member of the Unit Research, Title of the project:Lessico psicologico e teorie della mente in bambini di 4-6 anni; Unit scientific coordinator Prof. Adriano Pagnin, University of Pavia.
• PRIN 2008 member of the Unit Research, Title of the project: Valutare le abilità ortografiche prescolari: la scrittura inventata come strumento d’individuazione precoce delle difficoltà; Unit scientific coordinator Prof. Lerida Cisotto, University of Padova.
• PRIN 2012 member of the Unit Research, Title of the project: Trasformazioni pratico-teoriche della condizione umana. Benessere, Human Enhancement e cure sostenibili nel post-moderno.
• PRIN 2013 member of the Unit Research, Title of the project: Teoria della Mente, capacità cognitive e difficoltà scolastiche. Le abilità mentalistiche in soggetti con funzionamento intellettivo borderline, disturbi specifici dell'apprendimento e disturbo di attenzione e iperattività nella scuola primaria.

AS SCIENTIFIC LEADER

• PRIN 2015 Unit Scientific Leader, Title of the project: Promuovere il benessere nei bambini di età prescolare e scolare attraverso il sostegno all’apprendimento della lettura e della scrittura: individuazione di indici di rischio, procedure di assessment e proposte di intervento

FINANCED BY THE UNIVERSITY OF FLORENCE as scientific leader of the Operative unit of the project submitted to Referee:

• 2004-2005. University of Florence, scientific research project of the University (ex quota 60%), Aspetti linguistici della produzione scritta dei ragazzi autistici in situazione di comunicazione facilitata, Unit scientific Leader Prof.Lucia Bigozzi, Department of Psychology.
• 2006-2007. University of Florence, scientific research project of the University (ex quota 60%),Predittori linguistici del disturbo specifico di apprendimento della lettura in bambini di scuola dell’infanzia.Unit scientific Leader,Prof.Lucia Bigozzi, Department of Psychology.
• 2008-2009. University of Florence, scientific research project of the University (ex quota 60%),Predittori linguistici del disturbo specifico di apprendimento della lettura in bambini di scuola dell’infanzia Unit scientific Leader Prof.Lucia Bigozzi, Department of Psychology.
• 2010-2011-2012 University of Florence, scientific research project of the University (ex quota 60%),Prove di authorship nella produzione scritta dei ragazzi autistici in situazione di comunicazione facilitata Unit scientific Leader Prof.Lucia Bigozzi, Department of Psychology
• 2012 -13 University of Florence, scientific research project of the University (ex quota 60%),Unit scientific Leader Prof.Lucia Bigozzi, Department of Educational Sciences and Psychology.
• 2013-14 University of Florence, scientific research project of the University (ex quota 60%),Unit scientific Leader Prof.Lucia Bigozzi, Department of Educational Sciences and Psychology.
• 2014-15 University of Florence, scientific research project of the University (ex quota 60%),Unit scientific Leader Prof.Lucia Bigozzi, Department of Educational Sciences and Psychology.
• 2015-16 University of Florence, scientific research project of the University (ex quota 60%),Unit scientific Leader Prof.Lucia Bigozzi, Department of Educational Sciences and Psychology.
• 2016-17 University of Florence, scientific research project of the University (ex quota 60%) Unit scientific Leader Prof.Lucia Bigozzi, Department of Educational Sciences and Psychology.

FINANCED BY THE UNIVERSITY OF FLORENCE as MEMBER of the Operative unit of the project submitted to Referee:

• 1991 e 1992, University of Florence, scientific research project of the University (ex quota 60%), Grammatiche infantili nella codifica delle parole, Unit scientific Leader Prof. Filippo Boschi, Department of Psychology.

• 1991, University of Florence, scientific research project of the University (ex quota 60%), Lo sviluppo della consapevolezza linguistica: competenze strutturali e sintattiche nelle narrazioni infantili, Unit scientific Leader Prof. Giuliana Pinto, Department of Psychology.

• 1992, University of Florence, scientific research project of the University (ex quota 60%), Ansia da esame nel secondo ciclo della scuola elementare, Unit scientific Leader Dipartimento di Psicologia.

• 1992, University of Florence, scientific research project of the University (ex quota 60%), Lo sviluppo della consapevolezza linguistica: competenze lessicali e sintattiche nelle narrazioni infantili, Unit scientific Leader Prof. Giuliana Pinto, Department of Psychology.

• 1994, University of Florence, Scientific Research Project (CNR), Lo sviluppo della consapevolezza testuale e pragmatica, Unit scientific Leader Prof. Filippo Boschi, Department of Psychology.

• 1994,1995, University of Florence, scientific research project of the University (ex quota 40%), La rappresentazione delle conoscenze attraverso il disegno, Unit scientific Leader Prof. Filippo Boschi, Department of Psychology, National Research Project Leader Prof. Anna Silvia Bombi.

• 1995, University of Florence, scientific research project of the University (ex quota 60%), Analisi di studi longitudinali e di studi con misure ripetute: malattie respiratorie ed inquinamento, indici di attività proliferativa, studi di intervento con programmi educativi, Unit scientific Leader Prof. Annibale Biggeri, Department of Statistics.

• 1995, University of Florence, scientific research project of the University (ex quota 60%), Trends evolutivi nelle strategie cognitivo-linguistiche di base, Unit scientific Leader Prof. Filippo Boschi, Department of Psychology.

• 1995, 1996,University of Florence, scientific research project of the University (ex quota 60%), Lo sviluppo della Teoria della mente in bambini di età inferiore ai quattro anni ed il rapporto con le bugie intenzionali, Unit scientific Leader Prof. Giuliana Mazzoni, Department of Psychology.

• 1997, 1998, University of Florence, scientific research project of the University (ex quota 60%), Modelli di comprensione testuale e tecnologie informatiche Unit scientific Leader Prof. Filippo Boschi, Department of Psychology.

• 1997-99, University of Florence, scientific research project of the University (ex quota 60%), Sviluppo dei processi di rappresentazione grafo-pittorica in soggetti dai 3 ai 12 anni, Unit scientific Leader Prof. Giuliana Pinto, Department of Psychology.

• 1999, University of Florence, scientific research project of the University (ex quota 60%), Tratti depressivi e linguaggio critico, Unit scientific Leader Prof. Filippo Boschi, Department of Psychology.

• 2000, 2001, 2002, University of Florence, scientific research project of the University (ex quota 60%), Consapevolezza linguistica in età prescolare e processi di prima alfabetizzazione: uno studio longitudinale, Unit scientific Leader Prof. Giuliana Pinto, Department of Psychology.

• 2002-2005. Progetto “ALFA” Apprendimento della lettura e della scrittura: fattori di rischio e di protezione. Grant Fondazione CR Firenze and University of Florence, Leader Prof. Giuliana Pinto.

FINANCED BY TUSCANY REGION

• 2012-13 LEADERUSR Regional School Office of the Tuscany Region, University of Florence, School Psychology Laboratory Processi di insegnamento apprendimento in classi con alunni con bisogni educativi speciali, Leader: Lucia Bigozzi.

FINANCED BY MIUR (Ministero Istruzione Università Ricerca)

• 2016-2026, Member of the Unit Research Campus per l'innovazione del Made in Florence, to be carried out within the National Digital School Plan (PNSD) referred to in the MIUR Call 7 September 2015.

financed by other sources.

As LEADER

2017/2018 LEADER OF THE RESEARCH-ACTION “Valutare e potenziare le competenze linguistiche funzionali all’apprendimento di lettura e scrittura nella scuola dell’infanzia e nella scuola primaria”, funded by the Gianni Biti Catholic Schools Foundation.

As MEMBER

• 2004-2008. Project “ALFA” Apprendimento della lettura e della scrittura: fattori di rischio e di protezione. Grant Fondazione CR Firenze and University of Florence, Leader Prof. Giuliana Pinto.

• 2008- Member of the équipe of research titled as Linguistic Interactions of Autistic Boys in  Different Facilitated Contexts financed by Nancy Lurie Marks Family Foundation and realized with the Facilitated Communication Studies Center, directed by Professor Alda Scopesi, Ordinary of Developmental Psychology at the University of Genoa.

• 2012-2014- PROJECT PASS Percorsi di Adattamento Scolastico e Sociale, Grant Fondazione CR Firenze and University of Florence, Leader Prof. Giuliana Pinto.

Research activity carried out in collaboration with the National Health Agency:

• 1999-2000 Research Project ASL 10 di Firenze, Disturbi dell’apprendimento e creatività, referent of the project Dott. Renato Donfrancesco.

• 2000-2001 Research Project ASL 10 di Firenze, Diagnosi precoce e presa in carico multifocale ed efficace delle Sindromi da alterazione globale dello sviluppo psicologico, referent of the project Dott. Marta Bigozzi.

• Dal 2008 al 2011 Scientific Leader Efficacia dell’intervento precoce intensivo nei disturbi dello spettro autistico, clinical manager ASL 10 Firenze Dott. Marta Bigozzi.

• 2014 Scientific Leader titled asDislessia-disortografia valutazione epidemiologica di comorbilità, in collaboration with the ASL 10 Firenze, dottoressa Chiara Chelazzi.

• 2014 Scientific Leader titled asDislessia-disortografia valutazione epidemiologica di comorbilità, in collaboration with the ASL di La Spezia, dottoressa Daniela Giorgi.

These researches have found an editorial position in 97 publications: 42 articles in ISI and Scopus international journals, 24 articles in national scientific journals with referees, 18 volumes or essays by volume, 2 software, 10 articles or essays by invitation of the Editorial Committee, and in more than 100 reports at national and international congresses and 30 reports by invitation, keynote, lectio magistralis.

H index Scopus = 9

ACADEMIC ROLES

• Since 2003 Member of the PhD Board in Developmental and Educational Psychology
• Since 2003 she is a member of the Guidance and Tutoring Commission for the ‘Corso di Laurea in Scienze e Tecniche di Psicologia dello Sviluppo e dell’Educazione’
• From 2004 to date she is Director of the Post graduate Course "School Learning Disorders in Children and Adolescents: Diagnosis and Intervention"
• In 2006 she is a member of the GAV Commission of the Degree Course in Sciences and Techniques of Developmental Psychology and Education.
• Since September 2011 he has been delegate of the Faculty of Psychology, then of the School of Psychology for the University of Florence, for the integration of students with disabilities and learning disorders.
• From 2011 to date he is head of the School Psychology Laboratory, Department of Psychology of the Department of Education Sciences and Psychology, University of Florence.
• 2013-2014 member of the Authorizing Committee of the "Training course for the achievement of specialization for support activities" University of Florence, Department of Educational Sciences and Psychology (Director of the Course Prof. Antonio Calvani).
• 2014-2016 GARANTE of the Three-year Degree Course. Methods and techniques of educational interactions, L19, Italian University Line, Florence
• In 2015 and 2016 she is President of the Commission for the Esame di Stato della Professione di Psicologo
• In 2016-17 he is scientific director and founding of the project for the University SpinOff "Promopsi" (Autism, learning disabilities, attention, communication School and University)
• Since 2016 she is GARANTE of the Three-year Degree Course, Educational and Educational Sciences, L19
• Member of the Academic Senate as a representative of the Professors of the Humanistic and Formation Area from the academic year. 2016/17.
• Member of the Building Commission of the Academic Senate from the academic year 2016/17. Member of the Resources Committee of the Academic Senate from the academic year 2016/17. Member of the Commission for Student Initiatives of the Academic Senate from the academic year 2016/17.
• Member of the Ministerial Study Group "Beyond the special educational needs" appointed by MIUR in order to review and integrate the BES Directive, 2018
• Member of the Interdepartmental Research Unit Florence Accessibility Lab from 2017. Member of the Consensus Conference Panel on the 2018 DSAp as an AIP representative. Member of the School of Psychology Council as a representative of the Department of Education and Psychology, 2018. Leader for the re-examination of actions in favor of students with disabilities and DSAp, 2018.

Clinical and professional activity

As Psychologist admitted to joint the psychotherapeutic activity (Enrolled in the register of the Roll of Psychologists in Tuscany), since 1996 he has been carrying out psychological activity dealing with psychodiagnostics and developmental psychopathology, in particular: intellectual disabilities, specific learning disorders, language disorders, communication disorders, ADHD.

She is registered in the list of Technical Consultants of the Court of Florence, as an expert in Developmental Psychology. He has worked as a Technical Consultant for the Office and Technical Consultant for the Court of Florence, specifically on the question of compensation for development damage in the event of the death of a parent (Referring to the Judge Dott. Raffaele D'Amora)

1995: CTU in the first sentence held in Florence in relation to a claim for compensation for the development impairment suffered by a minor for the death of his mother (Court of Florence, section 1, No. 8001/95). External consultant for learning disorders and ADHD for the ASL 10 in Florence;

8. 2001-02, Training for the early detection of learning disabilities, Club I of Scandicci (FI) (Contact with the School Manager Dott. Federico Marucelli) ,. 2001-02, Consultant for Psychology of Learning at the AIABA (Italian Association of Autistic Children's Assistance, Director Dr. Paolo Meucci). 2010 Member of the table of discussion of clinical cases at the DSA table of the National Healthcare Agency 10 Florence, dott.ssa Chiara Chelazzi. 2012 National Group Consultant SOS Dislessia, director prof. Giacomo Stella

2018 Scientific Manager of the University Spinoff Promopsi, Cooperatives of Research, Training, Clinic services.

PUBLICATIONS

ISI and Scopus international journals

• Bigozzi L., Biggeri A. (2000), Influence of lexical development on spelling correctness: effects of treatment on third and fourth grade pupils, Psicologia Clinica dello Sviluppo, n. 1, 61-92.

• Bigozzi L. (2001), Metacognitive intervention in the attention deficit: a happy case, Psicologia Clinica dello Sviluppo, n.1, 119-133.

• Bigozzi L., Biggeri A., Boschi F., Fiorentini C., Conti P., (2002), Children “scientists” know the reason why and they are “poets” too. Non–randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts, European Journal of Psychology of Education, n.17, 343-362.

• Bigozzi L. (2003), Bread, butter and methylphenidate, Psicologia Clinica dello Sviluppo, 4, pp. 297-300

• Pinto G., Bigozzi L., Accorti Gamannossi B., Vezzani C. (2009),Emergent literacy and learning to write: a predictive model for italian language, European Journal of Psychology of Education, XXIV(1), pp. 724-742.

• Bigozzi, L., Vezzani, C., Tarchi, C. & Fiorentini, C. (2011). The role of individual writing The role of individual writing in fostering scientific conceptualization. European Journal of Psychology of Education, 26, 45–59. http://doi.org/10.1007/s10212-010-0031-8

• Pinto G., Bigozzi L., Accorti Gamannossi B., Vezzani C. (2012), Emergent Literacy and Early Writing Skills, The Journal of Genetic Psychology, 173 (3), 330-354.

• Lucia Bigozzi, Mirella Zanobini, Christian Tarchi, Francesca Cozzani, Roberta Camba (2012) , Facilitated communication and autistic children: the problem of authorship, Life span and disabilities, 15 (2), 55-74.

• Pezzica, S., Tarchi, C., Piccinelli, F. & Bigozzi, L. (2013). Quantitative and content analysis of the Parent Training course for parents of children with ADHD: a pilot study. Psicologia Clinica dello Sviluppo, 17 (1), 45-72

• Bigozzi, L., Tarchi, C., Pezzica, S. & Pinto, G. (2014 /2016). Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort Study. Journal of Learning Disabilities, pp. 1-14. DOI: 10.1177/0022219414522708. IMPACT FACTOR: 1.901

• Bigozzi, L., Tarchi, C., Falsini, P. & Fiorentini, C. (2014). "Slow Science." Building scientific concepts in physics in high school. International Journal of Science Education, 36, 2221-2242. DOI: 10.1080/09500693.2014.919425

• Pezzica S., Bigozzi L. (2015), Un Parent Training Cognitivo Comportamentale e Mentalizzante per bambini con ADHD, Psicologia Clinica dello Sviluppo, vol 19, p.271-296, issn: 1824-078X, doi: 101449/80315.

• Pezzica S., Pinto G., Bigozzi L., Vezzani C., (2015), Where is my attention? Children’s metaknowledge trough drawings, Educational Psychology.Impact Factor: 1.02 · DOI: 10.1080/01443410.2014.1003035

• Pinto G., Bigozzi L., Tarchi C., Accorti Gamannossi B., Canneti E. (2015), Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills, Reading and Writing, 28, 1235-1255.
DOI 10.1007/s11145-015-9569-9.

• Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85, 551-569. DOI:10.1111/bjep.12091; IMPACT FACTOR: 2.000

• Bigozzi L., Giulia Vettori (2015/16). To tell a story, to write it: Developmental patterns of narrative skills from pre-school to first grade. European Journal of Psychology of Education, advance online publication, DOI: 10.1007/s10212-015-0273-6

• Bigozzi, L., Tarchi, C., Pinto, G. & Accorti Gamannossi, B. (2015).       Predicting dyslexia in a transparent orthography from grade-one literacy skills: a prospective cohort study. Reading & Writing Quarterly. ISSN: 1057-3569, doi: 10.1080/10573569.2014.988310.

• Pinto, G., Tarchi, C., & Bigozzi, L. (2015). Development in Narrative Competences from Oral to Written Stories in Five- to Seven-year-old Children. Early Childhood Research Quarterly. DOI:10.1016/j.ecresq.2015.12.001. IMPACT FACTOR: 1.671.

• Bigozzi, L., Tarchi, C., Pinto, G. & Donfrancesco, R. (2016). Divergent thinking in Italian students with and without reading impairments. Journal of Disability, Development and Education. DOI: 10.1080/1034912X.2015.1127335.IMPACT FACTOR 0.438

• Bigozzi L, Tarchi C, Caudek C and Pinto G (2016). Predicting reading and spelling disorders: a 4-year prospective cohort study. Front. Psychol. 7:337. doi: 10.3389/fpsyg.2016.00337. IMPACT FACTOR 2.56.

• Pinto, G., Bigozzi, G., Tarchi, C., Vezzani, C., Accorti Gamannossi, B. (2016). Predicting reading, spelling, and mathematical skills: a longitudinal study from kindergarten through first grade. 118, 413–440. DOI: 10.1177/0033294116633357, IMPACT FACTOR: 0.560.

• Pinto, G., Tarchi, C., Gamannossi, B. A., & Bigozzi, L. (2016). Mental state talk in children’s face-to-face and telephone narratives. Journal of Applied Developmental Psychology, 21–27. http://doi.org/10.1016/j.appdev.2016.02.004

• Bigozzi L. Grazi L.., & Pezzica S. (2016). Attentional Factors Involved in Learning in the First Grade. Journal of Intellectual Disability Diagnosis and Treatment, 94–109.

• Pinto, G., Bigozzi, L., Tarchi, C. & Vezzani, C. (2016). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. European Journal of Psychology of Education. Advance online publication. DOI: 10.1007/s10212-016-0314-9

• Bigozzi L, Tarchi C, Pinto G (2016) Spelling across Tasks and Levels of Language in a Transparent Orthography. PLoS ONE 11(9): e0163033. doi:10.1371/journal.pone.0163033

• Bigozzi L., Di Cosimo A., Vettori G. (2016), Appearances Are Deceiving: Observing the World as
It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children,

• Pinto, G., Primi, C., Tarchi, C. & Bigozzi, L. (2017). Mental state talk structure in children’s narratives: A cluster analysis. Child Development Research, 2017, Article ID 1725487. DOI: 10.1155/2017/1725487          SCOPUS ONLY

• Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E. & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across Grades 4-9. Frontiers in Psychology, Educational psychology. DOI: 10.3389/fpsyg.2017.00200 IMPACT FACTOR: 2.46

• Bigozzi, L., Tarchi, C., & Pinto, G. (2017),       Consistency and stability of Italian children’s spelling in dictation versus composition assessments. Advance online publication. DOI: 10.1080/10573569.2015.1102111, Reading & Writing Quarterly.IMPACT FACTOR: 0.697.

• Seri S., Bigozzi L., Luccherino L., (2017), Potenziare l’attenzione negli adolescenti con ADHD e DOP: risultati di un percorso individualizzato per un caso di 13 anni (doi: 10.1449/86192), Psicologia clinica dello sviluppo (ISSN 1824-078X) n.1, aprile 2017.

• Pinto, G., Bigozzi, L., Vettori, G., Vezzani, C. (2017). The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences. Learning, Culture and Social Interaction, 16, 45-54. Doi: 10.1016/j.lcsi.2017.11.001 [Q2 2017 - Education]
• Bigozzi1 L, Pezzica S, Grazi A (2018) Attentional Processes Predictive of Reading in Second and Third Classes: the Role of Selective/Focused Attention and Planning. Educ Res Appl: ERCA-142, 1-10. DOI: 10.29011/2575-7032/100042.

• Pierotti C., Masoni P., Bigozzi L., Fascetti L., Colombi C., Narzisi A., Muratori F., Contaldo A. (2018), L’intervento precoce per bambini con Disturbo dello Spettro Autistico: un’esperienza clinica di applicazione con l’Early Start Denver Model, Psicologia clinica dello sviluppo, a. XXII, n. 1, 185-194.

• Pinto, G., Bigozzi, L., Tarchi, C. & Camilloni, M. (2018). Improving conceptual knowledge of the Italian writing system in kindergarten: A cluster randomized trial. Frontiers in Psychology.

• Pinto, G., Tarchi, C., & Bigozzi, L. (2018). Is two better than one? Comparing children's narrative competence in an individual versus joint storytelling task. Social Psychology of Education. Advance online publication. DOI: 10.1007/s11218-017-9411-0      IMPACT FACTOR: 1.139

• Vettori Giulia; Vezzani Claudio; Bigozzi Lucia; Pinto Giuliana (2018). The mediating role of conceptions of learning in the relationship between metacognition and academic outcomes among middle school students. Frontiers in Psychology., 9: 1985, ISSN:1664-1078 Accesso ONLINE all'editore

• Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P. & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in Physics. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.02474

• Pinto, G., Tarchi, C. & Bigozzi, L. (2019). Promoting narrative competence in kindergarten: An intervention study. Early Childhood Research Quarterly, 47, 20-29. DOI: 1016/j.ecresq.2018.09.003.

National Journal peer review

• Boschi F., Bigozzi L., Scibetta I. (1995), Competenze cognitivo-linguistiche di base: nuove prospettive per la valutazione e la programmazione degli interventi scolastici, Orientamenti Pedagogici, n 6, 1291- 1311.

• Boschi F., Biggeri A., Bigozzi L. Scibetta I. (1997), Aspetti di flessibilità rappresentativa indotta in compiti cognitivo-linguistici di base, Età Evolutiva, n.57, 96-106.

• Bigozzi L., Biggeri A., Boschi F. (1997), Articolazione modellistica e trattamento didattico per l'incremento qualitativo della competenza lessicale, in alunni del secondo ciclo di scuola elementare, Orientamenti Pedagogici, n.6, 1219-1239.

• Bigozzi L., Boschi F., Malvagia S. (2000), Analisi delle strategie cognitivo-linguistiche presenti nei libri di lettura, Rassegna di Psicologia, n.1, 25-32.

• Bigozzi L., Biggeri A., Boschi F., Leoni S. (2003), Processi inferenziali e lingua scritta: effetti di un trattamento, Psicologia dell’Educazione e della Formazione, vol.4, n.2, pp.221-232.

• Bigozzi L, (2004) Apprezzamento estetico-poetico del testo in bambini di scuola elementare e media, Età Evolutiva, n.79, 83-89.

• Bigozzi L., (2004) Sviluppo di competenze cogntivo-linguistiche di base nella lettura in alunni da 9 a 14 anni, Ricerche di Psicologia, n.4, 101-123.

• Bigozzi L., de Bernart D., Falaschi E. (2007), Uno studio sull’efficacia di un intervento di potenziamento lessicale-ortografico sul trattamento del disturbo di apprendimento dell’ortografia, DIPAV Quaderni, Quadrimestrale di psicologia e antropologia culturale, n.18, 31- 52.

• Accorti Gamannossi B., Bigozzi L., Pinto G. (2007), “…allora capì di essere stato ingannato”. Analisi del linguaggio psicologico nelle narrazioni infantili e teoria della mente, Età Evolutiva, 88, 95-104.

• Bigozzi L., de Bernart D., Del Vecchio P. (2007), Apprendimento e metacognizione: gli effetti di un training di potenziamento nel primo ciclo di scuola elementare, Psicologia dell’Educazione, n.3, 371-384.

• Accorti Gamannossi Beatrice, Vezzani Claudio, Bigozzi Lucia, Pinto Giuliana (2007) Lo scrittore novizio di testi, DIPAV Quaderni, Quadrimestrale di psicologia e antropologia culturale, n.18, 9-30.

• Pinto G., Bigozzi L., Accorti Gamannossi B., Vezzani C. (2008), L’alfabetizzazione emergente validazione di un modello per la lingua italiana, Giornale Italiano di Psicologia, n.XXXV(4), 961-978.

• Bigozzi, L., Vezzani, C. (2008), Sviluppo delle competenze critico-valutative in lettura: uno studio su bambini dai 9 ai 14 anni. Inviato a Età Evolutiva, 91, 86-94.

• Pezzica S., Bigozzi L. (2010) Parent Training per genitori di bambini con Disturbo da Deficit dell'Attenzione e Iperattività ADHD: spunti di analisi qualitativa. Quaderni di psicoterapia, 27: 8-29.

• Bigozzi L. (2011), Dislessia: “Si parla del diavolo…”, Psicologia dell’educazione, 5: 3-9.

• Falaschi E., Bigozzi L. (2011), La didattica di laboratorio all’università: implicazioni operative della psicologia dell’educazione, Psicologia dell’Educazione, pp.89-115

• Pezzica S. Bigozzi L. (2013), Le conoscenze meta-attentive dei bambini: uno studio empirico sul disegno, Psicologia dell’educazione, Vol 7, n.3, 2013, pp.299-317

• Pezzica S., Vernucci C., Bigozzi L. (2014), Bambini con ADHD a scuola: cosa pensano I genitori?, Psicologia dell’educazione, vol.8, 173-188.

• Bigozzi L., Vagnoli L., Valente E., (2014) Il successo scolastico? Questione di rapidità di lettura, Psicologia dell’educazione, 3, pp. 371-384.

• Bigozzi L., Di Cosimo A. (2015), L'apparenza inganna: osservare il mondo come sembra e come è. Psicologia dell’educazione,

• Vernucci C., Pezzica S., Bigozzi L., (2017) Gli errori di calcolo nei bambini dai 6 ai 9 anni, Psicologia dell’educazione, 2, pp.71-88.

Book and book chapter

• Bigozzi L., Boschi F., Aprile L. (1992), L'arricchimento del lessico: il problema didattico. In Boschi F., Aprile L., Scibetta I. (a cura di), Le parole e la mente, Firenze, Giunti, 219-242.

• Aprile L., Boschi F., Bigozzi L., Scibetta I. (1992), L'evoluzione delle strategie lessicali nello sviluppo mentale: il caso della tautologia. In Boschi F., Aprile L., Scibetta I., Le parole e la mente, Firenze, Giunti, 205-216.

• Boschi F., Aprile L., Bigozzi L., Scibetta I. (1992), Training didattico mirato e progressi nello sviluppo della competenza lessicale. In Boschi F., Aprile L., Scibetta I., Le parole e la mente, Firenze, Giunti, 243-254.

• Bigozzi L. (1997), Effetti di stimolazioni didattiche per il potenziamento dei processi inferenziali sulla struttura narrativa in soggetti di quarta elementare. In L. Czerwinsky Domenis (a cura di), Obiettivo bambino: dalla ricerca pura alla ricerca applicata, Milano, Franco Angeli, 221-228.

• Boschi F., Bigozzi L., Falaschi E. (1999), Lessico e ortografia, Erikson, Trento.

• Bigozzi L. (2000), Apprendimento e riabilitazione a scuola. Aspetti psicologici, Roma, Carocci.

• Pinto G., Bigozzi L. (a cura di) (2002), Laboratorio di lettura e scrittura, Erikson, Trento.

• Bigozzi L. (2003), Dai processi ai prodotti: la correttezza ortografica. In L. Aprile (a cura di) Psicologia dello sviluppo cognitivo-linguistico: tra teoria e intervento, pp.23-30. Pubblicazione in onore di Filippo Boschi, Firenze, Florence University Press.

• Bigozzi L. (2003) Percorsi atipici di apprendimento della lingua scritta, in Pinto G., Il suono, il segno, il significato, Carocci, Roma.

• Bigozzi L., Falaschi E. Boschi F., (2009), Lessico e ortografia, Erikson, Trento.

• Bigozzi L. (2011), Leggere prima di leggere scrivere prima di scrivere. L’alfabetizzazione emergente e la dislessia, Lions Club, Firenze.

• Bigozzi L. (2011), Il Cambiamento concettuale in contesti di istruzione, Stupirsi, Osservare, Concettualizzare, numero monografico di Dossier, 2, 9-13.

• Bigozzi L., Falaschi E., Limberti C.., (2012), Lessico e ortografia vol.I, Erikson, Trento.

• Bigozzi L. (2012), Evaluating and Predicting Orthographic Ability, in Gelati C., Arfè B.,Mason L., (a cura di) Issues in writing research, Cluep.

• Bigozzi L., Pezzica S., Garuglieri A. (2015), L'attenzione in classe con alunni disattenti e iperattivi: una ricerca sull'efficacia di un percorso di potenziamento in Vianello R. e Di Nuovo S. (A cura di) Quale scuola inclusiva in Italia? Oltre le posizioni ideologiche: risultati della ricerca, ISBN: 978-88-590-0863-7.

• Bigozzi L., Falaschi E., Pinto G. (2017), P.A.S.S.I Percorso operativo per potenziare l’alfabetizzazione e prevenire la dislessia, Erickson, Trento.

• Bigozzi L., (2017), Dai bisogni educativi speciali ai bisogni educativi, in , Lanfranchi S., Albiero P., Gini G., Lucangeli D., Psicologia dello sviluppo tipico e atipico , DpSS, Università degli studi di Padova, 79-92, ISBN 978-88-89884-34-8

• Malagoli C., Stefanelli, F., Bigozzi L., Usai M.C., Zanobini M. (2019), Errori nella scrittura di studenti universitari con e senza diagnosi di DSAp, (in stampa).

Software

• Bigozzi L., Falaschi E. Boschi F., (2009), Lessico e ortografia, Erikson, Trento

• Bigozzi L., Falaschi E., Limberti C.., (2012), Lessico e ortografia 1, Erikson, Trento.

INVITED PUBLICATIONS

• Bigozzi, L. (1989), Mediazioni ludiche per l’apprendimento e lo sviluppo cognitivo nella scuola obbligatoria, Continuità e Scuola, 2, 48-51.

• Bigozzi L. (1994), I ladri lasciarono le impronte genitali, Insegnare, 9, 40-43.

• Bigozzi L. (1995), Osservazioni sull’esistenza di un danno biologico del minore in morte di un genitore. In G. Cannavò (a cura di) Le nuove frontiere del danno risarcibile, Associazione Medico-Giuridica M.Gioia, Montecatini.

• Lucia, B. (2000). Educazione ambientale: Non solo verde. Insegnare, 50–52.

• Bigozzi, L. (2002), Costanti variabili, Scuola dell’infanzia, 5, 2-6

• Bigozzi, L. (2008). Processo di costruzione e cambiamento concettuale in contesti di istruzione. Rassegna, Periodico dell’Istituto Pedagogico, 36, 19-24

• Bigozzi, L. (2009). Storia di Giacomo (forse) dislessico. La vita scolastica, 16 e 17, 25-28.

• Bigozzi L., (2010). Un problema di dislessia o di autostima? Psicologia e scuola, 3, 4-5.

• Bigozzi L., Falaschi E. (2010), Un porto sicuro, Scuola dell’infanzia, 10, 32-33.

• Bigozzi, L., Fiorentini C., Conti P. (2012) Bambini scienziati e poeti. Psicologia e scuola, Maggio-Giugno 2012, 17-24.

• Bigozzi L., Pezzica S., Ermini L.,(2014), La scuola vista dai genitori dei bambini con Disturbo da Deficitd’Attenzione/Iperattività. Psicologia e scuola, maggio-giugno 2014, pp.28-34.

INTERNATIONAL SCIENTIFIC CONGRESSES:

• Mazzoni G., Chiesi F., Bigozzi L., Allocci C. (1995), Parent's reports about children's early ability to lie. VII European Conference on Developmental Psychology, Cracovia, 18-20 Agosto.
• Boschi F., Bigozzi L., Scibetta I. (1995), Competences cognitives linguistiques de base. XXV Journées d'Etudes de l'Association de Psychologie Scientifique de Langue Francaise, Univesidade de Coimbra, Settembre.
• Bigozzi L., Boschi F., Falaschi E. (1999), Un programma per imparare a scrivere e a leggere correttamente. II Convegno Internazionale del Centro Studi Erickson, Riva del Garda, 5-7 Novembre.
• Bigozzi L. (2001), Prevenzione dell’insuccesso nella prima alfabetizzazione. III Convegno Internazionale, “La qualità dell’integrazione nella scuola e nella società”, Centro Studi Erickson, Rimini, 9-11 Novembre.
• Bigozzi L. (2002), Consapevolezza fonologica: predittore per la dislessia evolutiva? Uno studio di coorte prospettico, Convegno Internazionale “Update on Dyslexia”, Università degli Studi di Urbino, 25-27 Marzo.

• Bigozzi L. (2002), The effect of a strategy aimed to improving the learning of scientific concepts, accettato per British Psychological Society, Education Section Annual Conference,1-3 Novembre.

• Bigozzi L. (2003), The effect of a strategy aimed to improving the learning of scientific concepts, 10° Biennal Conference for research on learning and istruction, Earli, Padova.

• Accorti Gamannossi, B., Pinto, G., & Bigozzi, L. (2005). Reading and writing in primary school: a longitudinal study. Poster presentato al 11^thBiennial Meeting EARLI. Nicosia (Cipro), 23-27 agosto.

• Bigozzi, L., & Accorti Gamannossi, B. (2005). Classic logic taught to 5^th grade children: effects of a training. Poster presentato al 11^thBiennial Meeting EARLI. Nicosia (Cipro), 23-27 agosto.

• Accorti Gamannossi, B., Pinto, G., & Bigozzi, L. (2005). Reading and writing in primary school: a longitudinal study. Poster presentato al 11^thBiennial Meeting EARLI. Nicosia (Cipro), 23-27 agosto.

• Bigozzi, L., Vezzani, C., & Fiorentini, C. (2006). Role of writing on metacognitive awareness of scientific concepts learning, Secondo meeting biennale internazionale sulla metacognizione EARLI – SIG 16, Cambridge, 2006.

• Bigozzi, L., Vezzani, C. (2007), The development of critical reading abilities in children aged 9 to 14, XII Conferenza Biennale Earli, Agosto – Budapest.

• Bigozzi L., Accorti Gamannossi B (2008), Predictive assessment of reading disabilities: a longitudinal study, 20th biennal ISSBD ( International Society for the Study of Behavioural Development) meeting, University of Würzburg, Germany, Congress Center Würzburg, July 13–17, 2008.

• Scopesi A., Zanobini M., Bigozzi L., (2009), Facilitated communication in boys with autism: An analysis of linguistic and non verbal interactions, I Meeting on Autism Research, Nancy Lurie Marks Family Foundation, Bostom, 20-21 maggio.

• Accorti Gamannossi, B., Pinto, G., Bigozzi, L., & Vezzani, C. (2009). Italian children learning to write: An emergent literacy predictive model. 13^th Biennial Meeting EARLI. Amsterdam, 25-29 agosto.

• Bigozzi, L., Vezzani, C., Tarchi, C., & Fiorentini, C. (2010, Settembre). The role of individual writing in fostering scientific conceptualization. Comunicazione orale al SIG Writing , Conference 2010 dell’Associazione EARLI, Heidelberg, Germania.

• Bigozzi L., Zanobini M., Tarchi C., Cozzani F., Camba R. (2012), Written communication of autistic children: the problem of the authorship; 9^th European Conference on Psychological Theory and Research on Intellectual and Developmental Disabilities (ECIDD). Trieste, Italy - June 14-16, 2012.

• Bigozzi L., Pinto G., Pezzica S. The predictive role of emergent literacy in Dyslexia: a longitudinal study 36 th annual International Academy for Research in Learning Disabilities (IARLD) conference. Padova, Giugno 2012.

• Tarchi, C., Bigozzi, L., Falsini, P. & Fiorentini, C. (2014). Progressive learning of physics in High School. 9th International Conference on Conceptual Change (EARLI SIG 3). Bologna, IT, August 26-29, 2014.

• Tarchi, C. & Bigozzi, L. (2015). Direct and indirect effects of critical thinking skills on critical reading comprehension. Poster communication at 15th biennal EARLI conference Synergies between learning, teaching and research. Limassol, Cyprus, 25-29 August 2015.

• Bigozzi, L., Tarchi, C., Caudek, C. & Pinto, G., (2015). Children with reading or spelling disorders: do they share the same predictive patterns? Symposium communication at 15th biennal EARLI conference Synergies between learning, teaching and research. Limassol, Cyprus, 25-29 August 2015.

• Pinto, G., Bigozzi, L. & Tarchi, C. (2015). To tell it, to write it? The development of narrative competence from kindergarten to second grade. Oral communication at 15th biennal EARLI conference Synergies between learning, teaching and research. Limassol, Cyprus, 25-29 August 2015.

• Bigozzi, L., Tarchi, C., & Pinto, G. (2017). Improving conceptual knowledge in the writing system in kindergarten: An intervention study. Presentazione Orale in Simposio al 17th Biennal EARLI Conference for Research on Learning and Instruction, Tampere (FI), 27 Agosto – 02 Settembre 2017.

• Bigozzi, L., Vettori, G. (2017). From oral to written language: The role of orthographic competence within narratives. Poster Presentation, 8th ICEEPSY International Conference on Education and Educational Psychology, Porto (Portugal), 11th - 14th October 2017.

• Bigozzi, L., Stefanelli, S., Marino, D., Tarchi, C., Pinto, G. & Donfrancesco, R. (2018, July), Divergent thinking in Italian students with and without Dyslexia. In 42^nd Annual IARLD Conference. 1-3 July, 2018, Gent.

NATIONAL SCIENTIFIC CONGRESSES:

• Boschi F, Bigozzi L. (1991), Disorders in learning words. I Conference "Learning and neuropsychic pathology in the early years of school", organized by the Institute of Neuropsychiatry and Psychopathology of the Evolutionary Age of the University of Pisa, Calambrone, October 17-19.

• Boschi F., Aprile L., Bigozzi L., Scibetta I. (1992), Modelling and technologies for evaluation and psycho-pedagogical intervention in the learning of words. III National Congress SIPs (Italian Society of Psychology), Arezzo, 29-31 May.

• Boschi F., Borri P., Bigozzi L., Scibetta I. (1993), Process technology for interventions on pupils with learning difficulties related to language development disabilities. III National Conference on Educational Informatics and Diasability, Turin, 4-6 November.

• Boschi F, Bigozzi L. (1993), Cognitive-linguistic changes in lexical development. II Conference "Learning and neuropsychological pathology in pre-adolescence", organized by the Institute of Neuropsychiatry and Psychopathology of the University of Pisa, Pisa, 15-17 November.

• Boschi F., Bigozzi L., Scibetta I. (1994), Basic cognitive-linguistic skills. A test for the evaluation and planning of school interventions. IV National Congress SIPs Division of Educational Psychology "Psychological models of research and intervention in educational contexts", Milan, 14-16 October.

• Bigozzi L. (1995), From laboratory to class: how to enrich the vocabulary starting from errors. Fifth Week of Scientific Culture, Florence, April 3.

• Boschi F., Bigozzi L., Scibetta I. (1996), Aspects of representative flexibility induced in basic cognitive-linguistic tasks. X National Congress of the Italian Association of Developmental Psychology, Capri, 2-4 October.

• Bigozzi L., Biggeri A. (1997), Influence of vocabulary development on spelling correctness: effects of training on third and fourth grade subjects. IV National Congress of the Italian Association for Research and Intervention in the Psychopathology of Learning AIRIPA, "New perspectives in learning disorders", Milan, 10-11 October.

• Bigozzi L., Biggeri A., Falaschi E. (1997), Development of lexical competence in subjects of the second cycle of primary school: targeted didactics vs. incidental didactics. II SIPEF National Congress, Florence, 4-6 December.

• Bigozzi L., Malvagia S. (1997), An analysis of the cognitive-linguistic strategies present in reading books for primary school. II SIPEF National Congress, Florence, 4-6 December.

• Bigozzi L. (1998), A case of attentive deficit with slight hyperactivity followed for two years with metacognitive techniques. VII National Congress of the Italian Association for Research and Intervention in the Psychopathology of Learning AIRIPA, "Learning Disorders: from Evaluation to Treatment", Verona, 16-17 October.

• Bigozzi L., Boschi F., Leoni S. (1998), Inferential processes and written language: effects of a treatment. XII National Congress of the Section of Developmental Psychology AIP, Brixen, 5-7 December.
•  
• Bigozzi L., Boschi F., Falaschi E. (1999), An interactive cd rom to learn to write and read without errors. VII National Congress of the Italian Association for Research and Intervention in the Psychopathology of Learning AIRIPA, Genoa, 8-9 October.

• Bigozzi L., Boschi F. (1999), Trends in the development of five basic cognitive-linguistic skills in third childhood and preadolescence. XII National Congress of the Section of Developmental Psychology of the Italian Association of Psychology, Parma, 4-6 November.

• Bigozzi L. (2000), Effectiveness of a lexical treatment on spelling correctness in a case with learning spelling disorder. VII National Congress of the Italian Association for Research and Intervention in the Psychopathology of Learning AIRIPA, Parma, 27-28 October.

• Boschi F., Bigozzi L. (2000), Motivational aspects of study skills: from learning oriented towards reproduction to learning oriented towards true understanding. III SIPEF National Congress, Naples, 21-23 September.

• Bigozzi L., Boschi F. (2000), The development of scientific reasoning in subjects of the second cycle of primary school. XIV National Congress of the Italian Association of Psychology AIP, Alghero, 26-28 September.

• Bigozzi L., Pinto G. (2001), Risk factors in evolutionary dyslexia: a longitudinal research. I National Congress "Disability, Adaptation, Integration", Padua, 10-12 May.

• Bigozzi L., Boschi F. (2001), Evolutionary Profiles in Subjects with Reading Disorder, XV National Congress of the Italian Association of Psychology AIP, Palermo, 26-28 September.

• Bigozzi L., Donfrancesco R. (2002), Disorders of written language learning and creativity: a research contribution, II National Congress "Disability, Adaptation, Integration", Padua, 30 May-1 June.

• Bigozzi L. (2003), Scientific language and aesthetic-poetic language: what relationship? A research in third and fourth grade children, 17th National Conference of the Italian Association of Psychology AIP, Bari, 22-25 September 2003.

• Bigozzi, L., Accorti Gamannossi, B., & Pinto, G. (2004). Relationships between emerging literacy skills and writing skills. XVIII National Congress of the Section of Developmental Psychology AIP. Sciacca, 20-23 September.

• Accorti Gamannossi, B., & Bigozzi, L. (2004). Phonological awareness in pre-school age: a strengthening study. XIII Congresso Nazionale AIRIPA. Urbino, 15-16 ottobre.

• Bigozzi L, Bigozzi M. (2004), Early diagnosis of global developmental alteration syndromes: an exploratory study, IV NATIONAL CONGRESS DISABILITY INTEGRATION TREATMENT, Padua 10-11-12 June 2004

• Accorti Gamannossi, B., Bigozzi, L., & Pinto, G. (2005). "Understanding of Deception and Childhood Narrative Competence, 19th National Congress of the AIP Developmental Psychology Section. Cagliari, 20-23 September.

• Bigozzi L, de Bernart D., Del Vecchio P. (2005), Strengthening metacognitive skills, attention control and impulsiveness in children aged 6-8 years, XIV National Congress of the Italian Association for Research and Intervention in the Psychopathology of Learning AIRIPA, 21-22 October 2005, Pisa.

• Bigozzi L., Bigozzi M., Batistini P. (2005), Early diagnosis of syndromes from global alteration of development: atypical aspects of linguistic development, MODELS OF AUTHISM AND ECOLOGICAL AUTHISM: A CONFRONT, 1st day of Cascina di Rossago, University of Pavia.

• Bigozzi L., Vezzani C., Meoni C., Fiorentini C. (2006), The role of individual writing in scientific conceptualization: a study on fourth grade children XX National Congress of the Section of Psychology of Development AIP, Verona, September 2006.

• Bigozzi l., Pizzica S., Bartolozzi F. (2006), What is Attention / Hyperactivity Disorder for Teachers? XIII National Conference of the SITCC (Italian Society for Cognitive-Behavioural Therapy).

• Bigozzi L., de Bernart D., Falaschi E. (2006), A study on the effectiveness of lexical-orthographic treatment in school and adult age, XV National Congress of the Italian Association of Research and Intervention in the Psychopathology of Learning AIRIPA - Rome 20-21 October -

• Bigozzi L., Vezzani C., C., Fiorentini C. (2007), Construction of scientific concepts: learning from observation, from oneself and from others, XXI National Congress of the Section of Developmental Psychology, AIP, Bergamo, September 2007.

• Lucia Bigozzi L, de Bernart D., Del Barna E. (2007), Visual decoding or logographic recognition? A research contribution to the study of reading skills in pre-school age, XVI AIRIPA National Congress, 19-20 October 2007.

• Bigozzi l., Pizzica S., Bartolozzi F. (2007), Can Attentive Abilities be Changed? The opinion of teachers, AIDAI-AIRIPA National Congress, Assisi, 10-11-12 May.

• Bigozzi L. (2008), Enhancement of textual competence in children of 4 and 5 years, XXI National Congress of the Section of Psychology of Development AIP, Padua, September 2008.

• Bigozzi L. (2009), A treatment for specific spelling learning disorder, In class I have a child who..., National Conference on Psychology and School, Florence, 6-7 February.

• Accorti Gamannossi, B., Bigozzi, L. & Pinto, G. (2009). Evaluate and predict spelling ability: the contribution of notational and phonological skills. XVIII AIRIPA National Congress. Learning disabilities. La Spezia, 23-24 October.

• Bigozzi, L., Accorti Gamannossi, B., Pinto G. (2009). Preventing failure in spelling learning: a predictive study. Study days of the Section of Psychology of Development and Education AIP. Bari, 4-5 December.

• Piccinelli, F., Pezzica, S., Tarchi, C. & Bigozzi, L. (2010). Being parents of children with ADHD: Parent-Training content analysis. Oral Communication at the XIX National Congress AIRIPA (Italian Association for Research and Intervention in Learning Psychopathology) - Learning Disorders - Ivrea, 15-16 October 2010

• Bigozzi, L., (2010), Reading the Mind: the development of the ability to understand mental states in reading from nine to fourteen years old, National Congress of the Italian Association of Psychology AIP, Section of Psychology of Development and Education, Bressanone 19-21 September.

• Bigozzi L., Pinto G., Accorti B., Di Cosimo A. (2011), Appearances deceive: development of the Theory of Mind in different communicative contexts, In class I have a child who..., National Conference on Psychology and School, Florence, 4-5 February.

• Falaschi E., Bigozzi L., (2011), If you know the meanings you learn to write and read better from the beginning, National Conference Psychology and School, Florence, February.

• Maranghi O., Pezzica S., Bigozzi L (2011), Attention and Intelligence: the opinions of teachers and educators, National Conference Psychology and School, Florence, February.

• Bigozzi L., Pezzica S., Saporito K., Pinto G. (2011), "Attentive or not?": A study on the pictorial representation of attention, 8th National Congress of the Italian Association of Hyperactivity Attention Deficit Disorders, Pescara, 16-17 September.

• Bigozzi L., Falsini P, Fiorentini C. (2011), Building the concepts of physics in upper secondary, XXIV National Congress of the Italian Association of Psychology AIP, Section of Psychology of Development and Education, Genoa 19-21 September.

• Cozzani F., Bigozzi L. (2011), Authorship of Facilitated Writings: New Perspectives for Research, XXIV National Congress of the Italian Association of Psychology, Section of Psychology of Development and Education, Genoa 19-21 September.

• Pezzica S, Vernucci C., Bigozzi L (2011), Il gruppo di Parent-Training per genitori di bambini con ADHD, XX CONGRESSO NAZIONALE AIRIPA, Associazione Italiana per la Ricerca e l'Intervento nella Psicopatologia dell'Apprendimento, Prato, 20-22 October.

• Bigozzi M., Danti C., Bigozzi L. (2011) Psycho-educational intervention to enable early home trigeminal M-ChAT positive and severely visually impaired. Taking charge of multi-professional, Early Rehabilitation in Developmental Disabilities: from Translational Research to Intervention Models, IRCCS Stella Maris, Tirrenia (Pisa) 3-4 November, 2011.

• Pezzica S., Bigozzi L. (2012), parents with children with ADHD: stress and educational function, XVI SITCC National Conference Controversial Issues in Cognitive Psychotherapy, Rome, 4-7 October.

• Pinto G, Accorti Gamannossi B., Bigozzi L. (2012), What are the relationships between reading and writing? A model for a language with a transparent spelling, AIP - XXVI National Congress - Section of Psychology of Development and Education, Chieti, 20-22 September 2012.

• Bigozzi L., Pinto G, (2012), Conjecture confutations: from three years to eleven see the world as it seems and how it is. AIP - XXVI National Congress - Section of Psychology of Development and Education, Chieti, 20-22 September 2012.

• Piece S., Bigozzi L., Pinto G. (2012), Am I careful or not? The pictorial representation of attention, XXIX National Conference C.N.I.S. When to educate is more difficult: research, school, parents, Vicenza 30-31 March.

• Bigozzi L. (2013) "The importance of early identification" In class I have a child who..., National Conference Psychology and School, Palazzo dei Congressi, Florence, February.

• Falsini, P., Bigozzi, L., Tarchi, C. & Fiorentini, C. (2013), "A mile wide ... a mile deep"". The Progressive Teaching of Physics in High School, XXVI AIP Congress Section of Developmental Psychology and Education. Milan, 19-21 September 2013.

• Bigozzi L., Falaschi E., Limberti C., La Chiesa C., (2013), Is it possible to strengthen the direct way of reading and writing already in the first class of primary school?, XXVI Congress AIP Section of Psychology of Development and Education. Milan, 19-21 September 2013.

• Pezzica S., Bigozzi L. (2013), The Family/School relationship told by parents of children with Attention Deficit Hyperactivity Disorder (ADHD) XXII Airipa National Congress, Pordenone, 25-26 October.

• Bigozzi, L., Pinto, G. & Tarchi, C. (2014). Predictivity of an emerging literacy model on dyslexia in the Italian language: a four-year prospective cohort study. Oral communication at XXIII National Congress AIRIPA (Italian Association for Research and Intervention in Learning Psychopathology) - Learning Disorders. Lucca, IT, 24-25 October, 2014.

• Bigozzi, L., Pinto, G., Tarchi, C., & Caudek, C. (2015). Predict dyslexia and dysorthography: a 4-year prospective cohort study. Oral presentation in symposium at the XXVIII National Congress AIP, Section Psychology of Development and Education. Parma, 24-26 September 2015.

• Vectors G., Bigozzi L. (2015). Telling a story, writing it: Pattern of developing narrative competence from pre-school to primary school. In: XXIV AIRIPA National Congress, Pesaro, 9-10 October, vol. Learning Disorders, pp. 115-115.

• Bigozzi, L., Pinto, G., Tarchi, C., & Caudek, C. (2015). Predict dyslexia and dysorthography: a 4-year prospective cohort study. In AIP, Section Psychology of Development and Education. XXVIII National Congress AIP, Section Psychology of Development and Education

• Bigozzi, L., (2016). Proposing symposium "Initial learning of reading and writing: preventing its difficulties to feel good at school" XXIX National Congress AIP, Section Psychology of Development and Education. Vicenza, 8-10 September.

• Pinto, G., Bigozzi, L., Tarchi, C., & Donfrancesco, R. (2016). Divergent thinking in Italian students with and without dyslexia, XXV AIRIPA National Congress. Turin, 7-8 October.

• Bigozzi, L., Pinto, G., Tarchi, C., & Caudek, C. (2016). Predictive relationships between emerging literacy and dysorthography: a prospective cohort study, XXV AIRIPA National Congress. Turin, 7-8 October.

• Bigozzi, L., Pinto, G., Tarchi, C. & Caudek, C. (2016). Raising awareness in kindergarten: Effectiveness of empowerment. Oral presentation in symposium at the XXIX National Congress AIP Section of Psychology of Development and Education, Vicenza, 8-10 September 2016.

• Bigozzi, L., Pinto, G., Tarchi, C. & Caudek, C. (2016). Predictive relationships between emerging literacy and dysorthography: a prospective cohort study. Oral communication at XXV National AIRIPA Congress, Turin, 7-8 October 2016.

• Carriers, G., Bigozzi, L., Vezzani, C., Pinto, G. (2017). Concepts of learning: identification of profiles in university students. Oral communication in symposium 'Emotional difficulties and learning' presented at the XXVI national congress AIRIPA (Italian Association for Research and Intervention in the Psychopathology of Learning), Conegliano, 30 September 2017. Abstract reported in: Summary of speeches by G. Gerotto, M. Meneghel, A. Serafini. XXVI AIRIPA National Congress, Learning Disorders. Conegliano, 29-30 September 2017. O.S. joints

• Vettori, G., Vezzani, C., Bigozzi, L. (2017). Metacognition and school performance: The role of mediation of learning concepts of students. Poster Session, area 'Psychology and School' presented at the XXX National Congress AIP (Italian Association of Psychology), Messina, 14 September 2017. Abstract reported in: Volume of the Acts of the XXX National Congress AIP section of Psychology of Development and Education. University of Messina, Messina, 14-16 September 2017. Rome: Alpes Italia srl. ISBN: 978886531-462-3.

• Lucia Bigozzi, Federica Stefanelli (2017) Effects of a strengthening of lexical competence in children and young people with typical and atypical development, oral presentation in Symposium organized by Lucia Bigozzi, Studies of strengthening language in children from three to ten years with typical and atypical development, Proponent: Lucia Bigozzi, Discussant: Renzo Vianello, XXIX National Congress AIP, Section Psychology of Development and Education, Messina, University of Messina, Messina, 14-16 September 2017.

• Vettori Giulia; Tarchi Christian; Bigozzi Lucia (2018). Background to school success and failure: Relationships between emotions and metacognitive strategies in secondary school. Oral communication in symposium 'Emotions at school: cognitive, metacognitive and motivational correlates investigated through the use of different methodologies' Proposer: Raccanello, D. - Discussant: Boscolo, P.. In: XXXI Congresso nazionale AIP (Associazione Italiana di Psicologia), sezione di Psicologia dello Sviluppo e dell'Educazione., Torino, 17-19 settembre 2018, Università di Torino., pp. 0-

Public Engagement

• Bigozzi L. (2004), Lexical Development and Relationships with Spelling Development, Department of Studies of Palermo, Palermo, 25 September.
• Bigozzi L. (2006), Atypical paths of learning and evolutionary risk, International Workshop "Developing of learning in cultural contexts. The building of learning in cultural contexts", Department of Psychology, Florence, 28 April.
• Bigozzi L. (2006), Strategies of psychological support on the patient and on the family, Conference of the Italian Union Mutilated of the Voice: Laryngectomy and afterwards? Sala Consiliare Villa Vogel, Florence, 13 May
• Bigozzi L., (2007) The approach to disability, Centre for Study and Research on the Problems of Disability, University of Florence, Great Hall of the Rectorate 16.1.2007.
• Bigozzi L., (2007), School integration of disabled pupils: psychological aspects, with us and after us. The disabled between family and territory, Soroptimist International Italy, Province of Florence, University of Florence, Florence, 19 April 2007.
• Bigozzi L. (2008), The beauty of the text: aesthetic appreciation in understanding the text, Seminar of interdisciplinary studies The Weight of beauthy, University of Florence, Associazione Italiana Psicologi, 15 May 2008
• Bigozzi L. (2009), DSA and neuropsychological model: learning to read and write, Azienda Sanitaria Nazionale 10, Florence, Santa Maria Nuova Hospital, Sala Martino V, December 2009.
• Bigozzi L. (2009), Learning difficulties: dyslexia, Liceo Scientifico Statale Castelnuovo, Florence 19 October 2009.
• Bigozzi L., Pinto G. (2010), The acquisition of the written language in the typical and atypical development: a predictive model, Polo "M. T. Bozzo", Research and intervention on the disorders of the language and learning, Genoa, 29 January 2010.
• Bigozzi L. (2011), Read before reading write before writing. Emerging Literacy and Dyslexia, Conference "Dyslexia Today", Lions Club, Florence, Palazzo Vecchio, Salone dei Cinquecento, January 29, 2011.
• Bigozzi L. (2011), "School psychology and learning disorders: where are we? "Study Day, CSA Arezzo, 21.11.2011.
• Bigozzi L. (2011), The role of attention in school learning, AIDAI Conference, Attention and carelessness: from neurophysiological bases to intervention models at school, Florence, Palazzo Vecchio Salone dei Cinquecento, 16 April 2011.
• Pinto G., Bigozzi L. (2011), Walking in the Park: paths of development of thought and emotion, Interdisciplinary seminar: environmental education in parks, comparative experiences, Park Authority, San Rossore Park, Pisa, 8 April.
• Bigozzi L., School Psychology and Learning Disorders: Where Are We?, (2011), Study Day on Specific Learning Disorders, Territorial Support Centre for New Technologies and Disability, Arezzo, Italy.
• Pinto G., Bigozzi L. (2012), Emotions and cognitive processes in the school context, International Conference on Emotional Intelligence, University of Florence, Aula Magna del Rettorato, Florence, March 9, 2012.
• Pinto G., Bigozzi L. (2012), The forms of memory: between words and images, The story - paths and methodologies for collective memories, Palazzo Medici Riccardi- Salone Carlo VIII, Florence 29 March 2012.
• Bigozzi L. (2012), The development of lexical competence and its centrality in school learning from childhood to adolescence, I speak foreigner, Convegno Lend Firenze e Assessorato alla Pubblica Istruzione Provincia di Firenze, 16 October 2012, sala Luca Giordano.
• Bigozzi L. (2012), Teaching Methodologies: an effective teaching method for pupils with learning difficulties and DSA, Training Day in Theme of Learning Difficulties and DSA, Municipality of Prato, 24 November.
• Bigozzi L. (2013), Disability and sporting activity, Movement Sport and Disability, Conference organized by the University of Florence, Degree Course in Sports Science, Casalguidi, June 1.
• Lucia Bigozzi (2014), School integration in children with attention/hyperactivity disorders, Polo "M. T. Bozzo" Research and intervention on language and learning disorders, VIII Scientific Day Special Educational Needs and School Inclusion, University of Genoa, Department of Education Sciences
• Bigozzi L., (2014) Lucignolo takes up the appearance of a child: resilience and school learning, Promote Resilience in the life cycle and in contexts, University of Florence, School of Psychology, Florence, May 8.
• Bigozzi L. (2014), Which relations between reading and writing: a model for a transparent spelling, Conference entitled: Specific learning disorders: from physiological bases to aids, Ausilii Centre ASL 8 and Territorial Support Centre, Palazzo dei Congressi, Arezzo, 13 December.
• Bigozzi, L. Predict dyslexia and dysorthography in kindergarten: Evaluating less and empowering all, "Psychology at the service of education", Faculty of Education Free University of Bozen/Bolzano10 - 11 - 12 November 2015.
• Bigozzi L. The teaching of reading: what is the preferred method? Sapie, Società per l'apprendimento e Istruzione informati da Evidenza, University of Florence, Scifopsi, 25 January 2016.
• Bigozzi L., (2016)Psychological aspects of teaching DSA pupils, Study day Musical Teachings and specific learning disorders Conservatory "L. Cherubini" - Sala del Buonumore Piazza delle Belle Arti 2 Saturday 19 November 2016
• Bigozzi L., (2016) Students with a dsa from the University of Florence: state of the art and future prospects, V National Congress of Word Pills, Florence, Hobi hall, 7 September.
• Basso D., Bigozzi L., Gilli G, Zanobini M. (2016), Learning and Results, evaluate to enhance: the contribution of psychological research, Thematic Group AIP Psychology and School, coordinated by Annamaria Ajello, September 24, 2016, Istituto Comprensivo Via delle Carine, Rome.
• Bigozzi L. Evaluate less empower all: a tool to predict and prevent dyslexia in kindergarten, Italian Dyslexia Association, National Dyslexia Week, October 6, 2017, Aula Magna del Rettorato Piazza san marco 4 Florence.
• Bigozzi L., Reading skills in fourth class of primary school, Presentation of the results of the International Survey IEA PIRLS 2016 - Progress in International Reading Literacy Study, Invalsi, 5 December 2017, Hotel Mediterraneo - Sala Mosaico Via Cavour, 18 - Rome.
• Lucia, Bigozzi (2017). Vocabulary development: theories research operational tools. n Conference 'Promoting well-being in the life cycle innovative models and strategies in psychology', 1 December 2017, SCIFOPSI, University of Florence
• Lucia, Bigozzi; Giuliana, Pinto (2017). Understanding the text: Tools and Intervention. vol. in 'PIRLS 2016 - Progress in International Reading Literacy Study', 5 December 2017, Rome.
• Lucia Bigozzi, (2017) The paths of strengthening in the intervention on neurodevelopmental disorders, specific disorders of learning, communication, the spectrum of autism, from attention deficit / hyperactivity at school and university, Aula Magna del Rettorato, Piazza San Marco 4 Florence, 11 November.
• Lucia Bigozzi (2019) Executive functions, attention, learning, Study day in
• Neuropsychological rehabilitation in evolutionary age. The intervention on the Executive Functions in pre-school age, 8 February Auditorium IRCCS Stella Maris Viale del Tirreno 341/A/B/C Calambrone (Pisa).
• Lucia Bigozzi (2019), Prevention of dyslexia and learning to read and write: results of the research/action carried out in 2017-18, Gianni Biti Catholic Schools Foundation, Prato Town Council Hall, 2 February.

TEACHING ACTIVITY

Teaching activity in PhD courses

• Member of the PhD Board of the School of Psychology (XX, XXI, XXII ciclo) and the Psychology PhD school.
• In the context of the activities planned for the Research Doctorate in Developmental Psychology and Education she conducted seminars and lectures. From 2004 to 2007 she supervised Dr. Diletta De Bernart, who obtained her Ph.D. in 2007. From 2012 to 2015 she is the supervisor of the doctorate of Dr. Sara Pezzica who received her Ph.D. in 2015. From November 2015 she is supervisor of the PhD student Dott.ssa Giulia Vettori From 1-11-2016 she is supervisor of the PhD student Dott.ssa Federica Stefanelli.
• From 2004 to 2012 she was Director of the Postgraduate Course "Scholastic Learning Disorders in Children and Adolescents: Diagnosis and Intervention", University of Florence. From 2013 to date she is Director of the Postgraduate Course "Learning Disorders, Attention / Hyperactivity Disorder, Autism Spectrum Disorders. Diagnosis and intervention "

• Lectures at Postgraduate and Master Courses

• Master Courses University of Florence

• Since 2008 Disorders and Learning Difficulties (6 credits) II level Master in School Psychology and Learning Disorders. Director Prof. Giuliana Pinto. 2012-13 2013-14; 2014-15 Models and classifications of the DSA, Master's Degree, Didactics and psychopedagogy for specific learning disorders, Coordinator Prof. Simonetta Ulivieri. 2012-13 2013-14; 2014-15; 2015-16 EVALUATION PROCEDURES AND TOOLS AND PSYCHEDUCTIVE INTERVENTION PROGRAMS Master 'Didactics and psycho-pedagogy for students with autistic disorder' Coordinator Prof. Simonetta Ulivieri. 2012-13, 2014-15 Emerging and formalized literacy, 1st level Masters, Texts, authors and editors for childhood and adolescence. Training problems and professional skills, Director Prof. Flavia Bacchetti.

• Other University Masters: Since 2009, Development of spelling, treatments for disorthography, Master I level, University of Pavia, Director Prof. Paola Palladino. 2009-2010, Development of lexical competence and spelling skills, Master organized by the University of Padua, Course Director Prof. Lerida Cisotto. 2012-13, Lexicon and Orthogarphy, 1st level University of Reggio Emilia, Director Giacomo Stella.

• Postgraduate Courses University of Florence

• 1997-1998 and 1998-1999, Psychological bases of learning teaching processes, specialization course organized by the University of Florence, Course Director: Prof. Filippo Boschi (15 hours teaching).
• 1999-2000 and 2000-2001, Psychological bases of teaching-learning processes, specialization course organized by the University, Course Director: Prof. Giuliano Pinto (15 hours teaching).
• 2001-2002, Psychology of school learning: cognitive and motivational aspects. Evolutionary and intervention lines, specialization course organized by the University of Florence, Course Director: Prof. Giuliano Pinto (10 hours of teaching).
• 2002-03 and 2003-04, School psychology: diagnosis and intervention on learning difficulties, advanced course organized by the University of Florence, Course Director: Prof. Giuliano Pinto (15 hours teaching).
• 2003-04, Disorders of school learning in children and adolescents: performance evaluation and intervention, Postgraduate course organized by the University of Florence, Course Director: Prof. Giuliano Pinto (15 hours teaching).
• 2004-05, School psychology: diagnosis and intervention on learning difficulties, Postgraduate course organized by the University of Florence, Course Director: Prof. Giuliano Pinto (15 hours teaching).
• 2004-05; 2005-06; 2006-07; 2007-08; Disorders of school learning in children and adolescents: performance evaluation and intervention, Postgraduate course organized by the University of Florence, Course Director: Prof. Giuliano Pinto (15 hours teaching).
• 2008-09; 2009-10; 2010-11; 2011-12, 2012-2013, Disorders of learning in children and adolescents: performance evaluation and intervention, Postgraduate course organized by the University of Florence, Course Director: Prof. Lucia Bigozzi (15 hours of teaching for each Course).
• From 2013 to date "Learning Disorders, Attention / Hyperactivity Disorder, Autism Spectrum Disorders. Diagnosis and intervention "advanced course organized by the University of Florence, Course Director: Prof. Lucia Bigozzi (15 hours of teaching for each course).

• Teaching activity carried out at the University From 2000 to date Institutional courses for the University of Florence:

• Course in Psychology of Language Development and Communication (6 credits), for the Degree Course in Theory and Techniques Psychology of Development and Education, Faculty of Psychology, University of Florence, A.A. 2001-2002 to 2004-05, Course on Psychology of Learning Difficulties, (9cfu), Degree Course in Developmental Psychology, Faculty of Psychology, University of Florence, A.A. 2005-06, 2006-07, 2007-2008 Course in School Psychology and Learning Difficulties, (9cfu), Master's Degree Program in Developmental Psychology and Education, Faculty of Psychology, University of Florence. A.A. 2008-09 to 2013-14.
• Course in Educational Psychology, Degree Course in Theory and Techniques Psychology of Development and Education, Faculty of Psychology, University of Florence. A.A. 2009-2010. Course of Psychology of disabilities in childhood and adolescence, Degree course in Theory and Techniques Psychology of Development and Education, Faculty of Psychology, University of Florence, A.A. 2010-2011 to date. Course of Psychology of handicap and rehabilitation, (9 cfu), for the Degree Course in Primary Education Sciences, Faculty of Educational Sciences, University of Flirence, A.a. 2000-2001 to 2005-06.
• Psychology of handicap and rehabilitation, (3 cfu), for the Degree Course in Primary Education Sciences, Faculty of Education Sciences, University of Florence A.A. 2011-12. Assignment of the Course of Developmental Psychology for the Degree Course for Therapists of neuropsychomotricity of the developmental age, Faculty of Medicine, University of Florence A.A. 2005-06. Course Evaluation, Prevention and treatment of learning difficulties and disorders, Master's Degree Course in Life Cycle and Context Psychology, School of Psychology, University of Florence. From A.A. 2013-14 to date. Course Psychology of disabilities and developmental disorders, Degree course in Education and training sciences, School of Humanities and Education, University of Florence AA. 2016-17 to date.

• Teaching activity in Specialization schools

• A.A. 2004/2005 teacher at the School of Specialization in Clinical Psychology (Faculty of Medicine and Surgery, University of Florence), 4 hours of teaching.
• In 2000 and 2001 she was Head of the Psychological Area and Professor of Psychology of handicap and rehabilitation for the Multipurpose Courses for the Training of Support Teachers, with charge of the University of Florence.
• From 2002 to 2008 she is the Head of the Psychological Area at the School of Specialization for Secondary Teaching (SSIS) of Tuscany, for Specialization Courses for a teacher specialized for the scholastic integration of disabled pupils, in which courses he is Professor of Psychology disability and rehabilitation and Psychology of learning disabilities as specified below: A.A 2002-2003; 2003-2004; 2004-2005; 2005-2006; 2006-2007; 2007-2008 Teacher of the Course of Psychology of handicap and rehabilitation, Secondary School Teaching Specialization, University of Florence, Pisa and Siena, at 30.
• A.A 2002-2003; 2003-2004; 2004-2005; 2005-2006; 2006-2007; 2007-2008 teacher of the Course of Psychology of Learning Disorders, Secondary School Teaching Specialization, University of Florence, Pisa and Siena, 20 hours

• Activities carried out for other institutions as a professor of the University of Florence She held 100 hours of training for primary and secondary school teachers in the Action Research project entitled "Learning processes in classes with pupils with Special Educational Needs" funded by the Tuscany Regional School Office in 2012. He held the Course of Psychology of Developmental Disorders (30 hours) for the Course for "Technician of personal autonomy support, communication and social inclusion in favor of those with disabilities" that our Department designed together with FISM Tuscany region in 2016.

• Teaching activity carried out for the University of Florence as "Supervisor of training" for the Faculty of Education, Degree in Primary Education Sciences From 1997-98 to 2003-04 Teaching at the teaching laboratories for the Degree Course in Primary Education Sciences of the University of Florence (225 hours of teaching on environmental education topics).
• From 2000 to 2004 she was supervisor of the special training for the scholastic integration of pupils with disabilities. The didactic activity of supervising the special apprenticeship for the scholastic integration of disabled pupils entailed the evaluation with the trainee student of the single case entrusted to him, through knowledge of the family, scholastic and therapeutic context (as far as permitted) and focused on particular way on the predisposition and subsequent supervision of treatments aimed at improving their scholastic and social integration. In the supervision of the internship, particular attention is paid to the psychological aspects of school integration. She has held Laboratories of Psychology of School Integration for the Degree Course in Primary Education Sciences, Faculty of Education Sciences, University of Florence, (3 modules of 20 hours each, 60 hours of teaching each year) from the. to. 2000-2001 to the academic year 2003-2004. From 1999 to 2001 as a Cultore of the subject he held seminars on learning disorders

• Prior to her appointment as a permanent researcher, he has carried out teaching activities at the University of Florence, in the disciplinary fields of Developmental Psychology, Education and Psychology of Handicap and Rehabilitation, and psychology of school learning. The didactic activity took the form of student tutoring and assistance to graduating students as well as participation in the exam and graduation exams in the Psychology degree courses (as shown in the examination reports filed at the secretariat of the University) and in conducting seminars and didactic exercises (as reported below), from 1990 to 2004

• She has held courses at the University of Free Age (Municipality of Florence), on the themes of the Game in adults, communication in everyday life, the Phenomenology of the family, Group illusion and self-seeking, relationships within the family since 1991 to 1999. She has held more than 50 "High qualification" Courses for already specialized teachers organized by the Ministry of Education, training and refresher courses for teachers organized by the Provveditorati to the Studies, by the Institute Directions and by the Municipalities, by professional associations, by 'IRRSAE of Tuscany

Topic of Research

Processes and instruments for school integration of pupils with disabilities

Development of intelligence and concepts.

Development of metacognition and theories of mind.

Communicative and linguistic development.

Development of first literacy processes.

Representation and compehension of the text.

Inferential processes and narrative structure.

Teaching - learning processes with particular interest for studies aimed at empirically testing the effectiveness of educational and teaching methods

Specific learning disabilities with particular interest in the identification of the predictors of developmental dyslexia, the explanatory factors of the specific disorder of learning spelling, the relationship between lexical competence and reading comprehension

ADHD with particular interest for psychodiagnostic aspects, for the efficacy and temporal aspect of psychotherapeutic intervention, for school integration strategies.

Disorders of the Spectrum of Autism, with particular interest in the diagnostic aspects and the different psychotherapeutic approaches.

In these research areas I have joined the research programs funded by public bodies (40%, 60%, C.N.R, National Medical Health). The results of these researches have been published on scientific journals, in books and essays, listed in the attachment.