Enrica Donolato

Donolato, E., Cardillo, R., Mammarella, I. C., & Melby-Lervåg, M. (2021). Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: A systematic review and meta-analysis. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.13536

Gunnerud, H. L., ten Braak, D., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059-1083. http://dx.doi.org/10.1037/bul0000301

Donolato, E., Toffalini, E., Giofrè, D., Caviola, S., & Mammarella, I. C. (2020). Going beyond mathematics anxiety in primary and middle school students: The role of ego-resiliency in mathematics. Mind, Brain, and Education, 14(3), 255-266. https://doi.org/10.1111/mbe.12251

Nordahl-Hansen, A., Donolato, E., Lervåg, A., Norbury, C.F., & Melby-Lervåg, M. (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell Systematic Reviews, 15:e1062. https://doi.org/10.1002/cl2.1062

Donolato, E., Marci, T., Altoè, G. & Mammarella, I. C. (2019). Measuring test anxiety in primary and middle-school children: Psychometric evaluation of the Test Anxiety Questionnaire for Children (TAQ-C). European Journal of Psychological Assessment, 36(5), 839–851. https://doi.org/10.1027/1015-5759/a000556

Donolato, E., Giofrè, D., & Mammarella, I.C. (2019). Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy? PLoS ONE 14(6): e0218921. https://doi.org/10.1371/journal.pone.0218921

Giofrè, D., Donolato, E., & Mammarella, I. C. (2018). The differential role of verbal and visuospatial working memory in mathematics and reading. Trends in Neuroscience and Education, 12, 1-6. https://doi.org/10.1016/j.tine.2018.07.001

Mammarella, I. C., Donolato, E., Caviola, S., & Giofrè, D. (2018). Anxiety profiles and protective factors: A latent profile analysis in children. Personality and Individual Differences, 124, 201–208. https://doi.org/10.1016/j.paid.2017.12.017

Donolato, E., Giofrè, D., & Mammarella, I. C. (2017). Differences in verbal and visuospatial forward and backward order recall: A review of the literature. Frontiers in Psychology, 8:663. https://doi.org/10.3389/fpsyg.2017.00663

• Donolato, Enrica; Cardillo, Ramona; Mammarella, Irene C. & Melby-Lervåg, Monica (2021). Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13536. Full text in Research Archive
• Donolato, Enrica; Toffalini, Enrico; Giofrè, David; Caviola, Sara & Mammarella, Irene Cristina (2020). Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego-Resiliency in Mathematics. Mind, Brain, and Education. ISSN 1751-2271. 14(3), p. 255–266. doi: 10.1111/mbe.12251.
• Gunnerud, Hilde Lowell; ten Braak, Dieuwer; Reikerås, Elin Kirsti Lie; Donolato, Enrica & Melby-Lervåg, Monica (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological bulletin. ISSN 0033-2909. doi: 10.1037/bul0000301.
• Donolato, Enrica; Marci, Tatiana; Gianmarco, Altoe' & Irene C., Mammarella (2019). Measuring Test Anxiety in Primary and Middle School Children: Psychometric Evaluation of the Test Anxiety Questionnaire for Children (TAQ-C) . European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000556. Full text in Research Archive
• Nordahl-Hansen, Anders; Donolato, Enrica; Lervåg, Arne; Norbury, Courtenay Frazier & Melby-Lervåg, Monica (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell systematic reviews. ISSN 1891-1803. 15:e1062(4), p. 1–21. doi: 10.1002/cl2.1062. Full text in Research Archive Show summary

  This protocol presents the plan for a systematic review that will investigate the effect of oral language interventions for children with intellectual disability (ID), language disorder (LD), autism spectrum disorder (ASD), Down syndrome (DS), Williams syndrome (WS), and fragile X syndrome (FXS). Language development is a highly frequent area of difficulty for children within these diagnostic groups, and oral language interventions are therefore important. However, to provide better evidence‐informed practice, we need to investigate what oral language interventions are effective and for whom. The systematic review will not only investigate the effect of oral language interventions targeted at specific disorders but also identify interventions that may be yield similar improvements in different neurodevelopmental disorders.

• Donolato, Enrica; Giofrè, David & Mammarella, Irene Cristina (2019). Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy? PLOS ONE. ISSN 1932-6203. 14(6), p. 1–17. doi: 10.1371/journal.pone.0218921. Full text in Research Archive

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