Background: Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. Yet, there are mixed findings regarding VAS deficit in developmental dyslexia (DD) across different tasks, stimuli, languages, control groups, and ages. Aim: The present meta-analysis aimed to investigate VAS deficit in…

As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before,…

During the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their…

The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two…

This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children's performance on color and black-white RAN plates. Participants were 114 Arabic-speaking third…

Dyslexia is the most prevalent disorder in the world that causes difficulties with reading, writing, and spelling. Pupils with dyslexia show trouble with their cognitive skills. Various interventions were already introduced for their treatment but dyslexia is still a trending disorder. The available interventions utilized for these pupils'…

Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is…

We assessed nonword repetition (NWR) skills in 7-9 year-old children with dyslexia (dyslexia-only), developmental language disorder (DLD-only), co-occurring DLD+dyslexia, and typical development (TD) with a norm-referenced and an experimental task. The experimental task manipulated phonemic variability (dissimilarity among consonant phonemes…