CLASTA intende segnalare call per special issues su riviste scientifiche peer-review inerenti ai temi di CLASTA. Le call possono essere comunicate al direttivo CLASTA per la divulgazione sul sito dell’Associazione da soci/e CLASTA che ne sono curatori o che intendono divulgarle su richiesta dei curatori.

Modalità di invio al direttivo CLASTA delle call per special issues da parte di soci/e.
Le call dovranno essere inviate a indicando nell’oggetto AREA SPECIAL ISSUES. Il direttivo CLASTA prenderà in carico le segnalazioni di soci/e.

Special Issues Calls

(in ordine di data di scadenza per l’invio)


Cambridge Scholars Publishing is inviting proposals for academic books and edited collections in Language and Linguistics and related fields. To submit a scholarly book proposal visit the website, where you can complete a Book Proposal Form.

Roch M. (Padova University), Sansavini A. (Bologna University), Macchi Cassia V. (Milano-Bicocca University) (2020-21). The First 1000 Days of Life: Investigating Early Markers for Promoting Healthy Language Development. International Journal of Environmental Research and Public Health.

Deadline: March 1, 2022

Dear Colleagues,

we are pleased to announce the Special issue “The First 1000 Days of Life: Investigating Early Markers for Promoting Healthy Language Development” for which we were invited to serve as the Guest Editors in the journal IJERPH (ISSN 1660-4601), IF 3.390,

The scope of the special issue is to bring together scholars, expert in the field of typical and atypical linguistic development to provide a clearer picture of the crucial factors predicting language development, and to inform practitioners on how to support language acquisition in the earlier stages of development. Broadly, this Special Issue is seeking original submissions that examine the role of different factors related to typical and atypical linguistic development, which may include, but are not limited to, SES, preterm birth, multilingual context, educational poverty, familial risk condition, motor development, cognitive development, linguistic input.

More information of the Special Issue can be found at the website:

We would be very pleased if you could choose to submit a paper related to the topic. If you are interested in contributing a paper, please let us know as soon as possible. In addition, we would appreciate a tentative title and a short abstract.

The final deadline for submissions has been extended to 1 March 2022, but papers will be individually published on an ongoing basis.

IJERPH is an open access journal indexed by SCI, SSCI, Scopus, and PubMed; the median processing time is less than 45 days; we also provide a free English editing service after acceptance of the paper. The article processing charge (APC) is 2300 CHF (Swiss Francs) per accepted paper.

Please do not hesitate to contact the Editorial Office (<>) for any further information.

We hope that you accept this invitation and look forward to collaborating in future.

Maja Roch
Alessandra Sansavini
Viola Macchi Cassia

Rinaldi P. (CNR, Roma), Zoccolotti P. (University of Roma Sapienza) (2021-22). Neuropsychological Analysis of Language Disorders. Brain Sciences.

Deadline: June 17, 2022

As Guest Editors of the Special Issue below, we would like to invite you to contribute a paper focusing on research advances in the neuropsychological analysis of language disorders.
 *Journal*: Brain Sciences (ISSN 2076-3425; IF=3.332)
*Special Issue*: Neuropsychological Analysis of Language Disorders
*Guest Editors*: Prof. Dr. Pierluigi Zoccolotti; Dr. Pasquale Rinaldi
*Submission deadline*: 17 June 2022
 We would be happy to receive your manuscript related to this topic. Once the Special Issue is closed, we will share it with relevant scholars to promote all contributions.
Brain Sciences ( is an Open Access journal with high visibility; also, we will do free English editing after the acceptance of your paper. Article Processing Charges is 2000 CHF from 1st January 2022. You may be entitled to a discount if you have previously received a discount code or if your institute is participating in the MDPI Institutional Open Access Program (IOAP), for more information see:
 If you wish to check the suitability of your manuscript for this Issue prior to submission, you are welcome to send an abstract to the editorial office (Ms. Alice Wang:<>) and you will receive feedback shortly.

We look forward to collaborating with you in the near future.
Kind Regards,
Pasquale Rinaldi & Pierluigi Zoccolotti


Muratori P. (IRCCS Fondazione Stella Maris, Pisa), Pecini C. (Firenze University) (2020). Increasing Knowledge on Learning and Behavioral Difficulties in Children. Children.
Deadline: March 31, 2021

Spinelli M. (Chieti University), Fasolo M. (Chieti University), Garcia-Sierra A. (Connecticut University), Suttora C. (Bologna University), Franco F. (Middlesex University London), Lionetti F. (Chieti University) (2020). Are There Different Types of Child-Directed Speech? Dynamic Variations According to Individual and Contextual Factors. Frontiers in Psychology.
Deadline: March 31, 2021

Franco F. (Middlesex University London), Fasolo M. (Chieti University), Filippa M. (Geneva University), Kahn P. (Strasburg University) (2020-21). Sound in the Neonatal Intensive Care Unit (NICU). Children.
Deadline: February 20, 2021

Guarini A. (Bologna University), Perez Pereira M. (Santiago University), van Baar A. (Utrecht University), Sansavini A. (Bologna University). (2020). Preterm Birth: Research, Intervention and Developmental Outcomes. International Journal of Environmental Research and Public Health.
Deadline: October 31, 2020

Diessel H., Coventry K., Gudde H. B., Capirci O. (2020). Demonstratives, Deictic Pointing and the Conceptualization of Space. Frontiers in Psychology.

Sansavini A. (Bologna University), Guarini A. (Bologna University), Libertus M., Libertus K., Benassi M. (Bologna University), Iverson, J. (2019-20). Understanding Trajectories and Promoting Change from Early to Complex Skills in Typical and Atypical Development: A Cross-Population Approach. Frontiers in Psychology.