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This Special Issue is aimed to offer an overview of studies presenting new rehabilitation approaches addressed to children with neurodevelopmental disorders, designed to enhance the effects of learning processes through the use of new technologies. The contributions of this Special Issue, authored by researchers and clinicians from some of the most valued Italian scientific institutions in the field of neurodevelopmental disorders, can offer some useful data and advice on the use of technology in rehabilitation and telerehabilitation to researchers, rehabilitators, clinicians and pratictioners (psychologists, neuropsychologists, speech therapists, etc.).

Medicine --- neurorehabilitation --- cognitive enhancement in children --- tech mediated rehabilitation --- developmental coordination disorders --- virtual reality --- telerehabilitation --- specific learning disorders --- cerebral palsy --- well-being --- dyslexia --- rhythm --- music therapy --- intervention --- developmental dyslexia --- new technologies --- augmented reality --- good practices --- Delphi method --- rehabilitation --- remote intervention --- children --- age --- severity --- improvement --- follow-up --- n/a

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This Special Issue is aimed to offer an overview of studies presenting new rehabilitation approaches addressed to children with neurodevelopmental disorders, designed to enhance the effects of learning processes through the use of new technologies. The contributions of this Special Issue, authored by researchers and clinicians from some of the most valued Italian scientific institutions in the field of neurodevelopmental disorders, can offer some useful data and advice on the use of technology in rehabilitation and telerehabilitation to researchers, rehabilitators, clinicians and pratictioners (psychologists, neuropsychologists, speech therapists, etc.).

neurorehabilitation --- cognitive enhancement in children --- tech mediated rehabilitation --- developmental coordination disorders --- virtual reality --- telerehabilitation --- specific learning disorders --- cerebral palsy --- well-being --- dyslexia --- rhythm --- music therapy --- intervention --- developmental dyslexia --- new technologies --- augmented reality --- good practices --- Delphi method --- rehabilitation --- remote intervention --- children --- age --- severity --- improvement --- follow-up --- n/a

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This open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students. Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.

Education --- Language teaching & learning (other than ELT) --- Language: reference & general --- Teacher training --- Comprensió de la lectura --- Ensenyament de la llengua --- Reading comprehension in multilingual classrooms --- Didactic principles in reading comprehension --- Scientific insights in reading comprehension --- teaching reading comprehension --- multilingual reading comprehension --- Practical guidance for teachers --- Using PIRLS to improve teaching reading comprehension --- Good practices teaching reading comprehension --- Didactic approaches for reading comprehension --- Example lessons for reading comprehension --- Skills and knowledge for understanding texts --- good readers in modern-day society --- PIRLS framework --- reading comprehension theory

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In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.

Research & information: general --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions

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In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.

Research & information: general --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions