Publikation: How English orthographic proficiency modulates visual attention span in Italian learners with and without dyslexia
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2025
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Bilingualism: Language and Cognition. Cambridge University Press (CUP). ISSN 1366-7289. eISSN 1469-1841. Verfügbar unter: doi: 10.1017/s1366728925000124
Zusammenfassung
Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. It is causally related to reading skills and may be impaired in readers with dyslexia. VAS is influenced by orthographic depth with opaque orthographies boosting it. Such orthography-specific VAS modulations are subject to crosslinguistic interactions in early biliterates, leading to advantages associated with learning to read in an opaque orthography. However, little is known about potential VAS bootstrapping effects in late biliterates. This study investigates potential VAS modulation in late biliterates with and without dyslexia. Participants were first language (L1) Italian native speakers (transparent orthography) learning English as a second language (L2). Our results show that the VAS capacity of typical readers is modulated by English orthographic knowledge, providing the first evidence that experience with a nonnative orthography boosts VAS skills also in late biliterates. This effect was reduced in dyslexic learners, possibly due to a VAS deficit.
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VENAGLI, Ilaria, Tanja KUPISCH, Marie LALLIER, 2025. How English orthographic proficiency modulates visual attention span in Italian learners with and without dyslexia. In: Bilingualism: Language and Cognition. Cambridge University Press (CUP). ISSN 1366-7289. eISSN 1469-1841. Verfügbar unter: doi: 10.1017/s1366728925000124BibTex
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title={How English orthographic proficiency modulates visual attention span in Italian learners with and without dyslexia},
year={2025},
doi={10.1017/s1366728925000124},
issn={1366-7289},
journal={Bilingualism: Language and Cognition},
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<dcterms:abstract>Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. It is causally related to reading skills and may be impaired in readers with dyslexia. VAS is influenced by orthographic depth with opaque orthographies boosting it. Such orthography-specific VAS modulations are subject to crosslinguistic interactions in early biliterates, leading to advantages associated with learning to read in an opaque orthography. However, little is known about potential VAS bootstrapping effects in late biliterates. This study investigates potential VAS modulation in late biliterates with and without dyslexia. Participants were first language (L1) Italian native speakers (transparent orthography) learning English as a second language (L2). Our results show that the VAS capacity of typical readers is modulated by English orthographic knowledge, providing the first evidence that experience with a nonnative orthography boosts VAS skills also in late biliterates. This effect was reduced in dyslexic learners, possibly due to a VAS deficit.</dcterms:abstract>
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