Stress assignment in reading Italian: friendship outweighs dominance.

Stress assignment to polysyllabic words is the only aspect of the pronunciation of written Italian that cannot be predicted by rule. It could be a function of stress dominance in the language or of stress neighborhood (i.e.

Bilingual vocabulary size and lexical reading in Italian.

In the present study we investigated how the vocabulary size of English-Italian bilinguals affects reading aloud in Italian (L2) modulating the reader's sensitivity to lexical aspects of the language. We divided adult bilinguals in two groups according to their vocabulary size (Larger - LV, and smaller - SV), and compared their naming performance to that of native Italian (NI) readers. In Experiment 1 we investigated the lexicality and word frequency effects in reading aloud.

Stress assignment in reading Italian polysyllabic pseudowords.

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects naming speed. Experiments 1 and 2 tested how readers assign stress to pseudowords.

List context manipulation reveals orthographic deficits in Italian readers with developmental dyslexia.

We tested the influence of list context on word frequency and length effects on the reading aloud of Italian developmental dyslexics and skilled peers. The stimuli were presented either in mixed blocks (alternating words and nonwords) or in pure blocks. The analyses based on the rate-and-amount model ( Faust et al.

Letter and letter-string processing in developmental dyslexia.

This study evaluated letter recognition processing in Italian developmental dyslexics and its potential contribution to word reading. Letter/bigram recognition (naming and matching) and reading of words and non-words were examined. A group of developmental dyslexics and a chronologically age-matched group of skilled readers were examined.