Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based on the control–value theory of academic emotions and self-determination theory, it explores how students’ perceptions of a caring school community and a positive learning climate influence their emotions, motivation, learning strategies, and reading performance. A total of 296 fifth- and sixth-grade students completed self-report measures assessing these factors. For the collection of the data, the participants completed the following scales: Motivation for Reading Questionnaire—MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate Questionnaire (LCQ), School as a Caring Community Profile-II-(SCCP-II), learning strategies questionnaire, and reading comprehension. The correlation and path analysis results revealed that students who viewed their school as supportive experienced more positive academic emotions and fewer negative ones. Positive emotions were linked to higher intrinsic and extrinsic reading motivation, while negative emotions correlated with lower motivation and disengagement. Intrinsic motivation significantly predicted deep learning strategies and improved reading comprehension, whereas the absence of learning strategies negatively impacted performance. These findings underscore the role of a supportive school environment in fostering motivation and emotional engagement. The educational implications of this study highlight the need for teaching practices that cultivate positive emotions, intrinsic motivation, and effective learning strategies to enhance reading comprehension and overall academic success.

Η παρούσα μελέτη διερευνά τη σχέση μεταξύ γνωστικών διεργασιών και ακαδημαϊκών συναισθημάτων σε μαθητές/τριες δευτεροβάθμιας εκπαίδευσης με Ειδικές Μαθησιακές Δυσκολίες (ΕΜΔ). Οι βασικές έννοιες υπό διερεύνηση είναι: οι γνωστικές αποτιμήσεις (όπως οι πεποιθήσεις για τον εαυτό και οι αντιλήψεις απειλής), τα σχηματικά μοντέλα που δομούνται βάσει αρνητικών εμπειριών, οι συναισθηματικές αντιδράσεις (φόβος, άγχος, θλίψη), καθώς και η αντίληψη κοινωνικής αποδοχής και το κατά πόσο το σχολικό πλαίσιο λειτουργεί ως προστατευτικός ή μη παράγοντας. Για την ανάλυση του φαινομένου επιλέχθηκε το γνωστικό μοντέλο SPAARS (Schematic Propositional Analogical and Associative Representation Systems· Power & Dalgleish, 1999), λόγω της θεωρητικής του πληρότητας και της δυνατότητας να ενσωματώνει διαφορετικά επίπεδα συναισθηματικής επεξεργασίας: αναλογικό (εικόνες), προτασιακό (λεκτικές ερμηνείες), σχηματικό (πεποιθήσεις) και συνειρμικό (αυτόματη επανενεργοποίηση συναισθημάτων). Παράλληλα, η δομή του σε έξι στάδια (συμβάν, ερμηνεία, αποτίμηση, οργανική αλλαγή, τάση για δράση, συνειδητή ενημερότητα) το καθιστά κατάλληλο για ποιοτική ανάλυση αφηγηματικών δεδομένων. Η έρευνα βασίστηκε σε ημι-δομημένες συνεντεύξεις με 14 μαθητές/τριες ηλικίας 12–16...

The present study investigates in-service Greek teachers’ levels of knowledge about and familiarity with differentiated instruction ( di ) in relation to certain teacher and school characteristics, as well as their implementation practices in primary schools. Knowledge of di pertains to teachers’ understanding of its principles and key components. Familiarity with di , on the other hand, refers to teachers’ comfort level in applying these elements in their teaching practices. Self-reported questionnaires were completed by 517 Greek primary school teachers, and subsequently, interviews were conducted with 10 primary school teachers to explore in depth their perceptions regarding the definition and advantages of di and ways of implementing. The findings revealed that teachers appeared to have moderate knowledge of di and familiarity with implementing differentiated instruction strategies. Further qualitative analysis showed that teachers primarily use classroom strategies that require less preparation or tailored instruction and do not actually implement the di model. Their levels of knowledge and familiarity with di are mainly influenced by their teaching experience and in-service training concerning student diversity and innovative teaching approaches. The outcomes of the study have important implications for teachers’ further training and professional development in di .

The present study examined psychoemotional profiles associated with reading comprehension among third-grade Greek students with typical development, learning disabilities, and developmental language disorder. A person-centered approach was used to identify distinct profiles based on academic emotions, reading motivation, and reading comprehension performance. The sample consisted of 83 third-grade students from public elementary schools in Attica, Greece (mean age = 107.45 months). Participants were classified into three groups: typically developing students, students with learning disabilities, and students with developmental language disorder. Hierarchical cluster analysis using Ward’s method followed by k-means clustering was conducted separately for each group. Two psychoemotional profiles emerged in all three groups. In the typically developing and learning disabilities groups, the profiles differed in emotional and motivational characteristics but not in reading comprehension performance. In contrast, in the developmental language disorder group, the profiles differed significantly in reading comprehension: one profile was characterized by lower comprehension, higher negative emotions, and higher motivation, whereas the other showed higher comprehension, more positive emotions, and lower motivation. These findings highlight the heterogeneity of psychoemotional experiences associated with reading and suggest that the role of reading comprehension in profile differentiation may vary across developmental groups. The results underscore the importance of addressing both cognitive and psychoemotional aspects of reading in educational interventions, particularly for students with developmental language disorder.

Inclusive education emphasizes the right of all students, including those with special educational needs and disabilities (SEND), to access equitable learning opportunities in mainstream classrooms. This study presents the implementation and evaluation of a school-based intervention within the BATTIE (Bottleneck Analysis and Teacher Trainings for Inclusive Education) project in Greece, aiming to enhance inclusion through differentiated instruction (DI) and a whole school approach. The intervention was conducted across 26 schools and involved 116 educators and 130 students with SEND. A qualitative methodology was employed, utilizing structured classroom observations, field notes, and semi-structured interviews with teachers. The data were thematically analyzed using NVivo 11. Findings indicated notable improvements in student engagement, academic participation, and classroom collaboration, especially among students with SEND. Teachers reported enhanced professional confidence, better understanding of inclusive strategies, and improved collaboration with special education staff. However, limitations in interdisciplinary cooperation—particularly with school psychologists—were identified. This study concludes that sustained professional development, school-wide collaboration, and differentiated instruction are essential for fostering inclusive practices. It underscores the potential of structured, whole school interventions to improve learning environments for diverse student populations and provides insights for educational policy and practice reform.