Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-pjpqr Total loading time: 0 Render date: 2024-06-25T07:21:42.842Z Has data issue: false hasContentIssue false

9 - Learning to Read Italian

Published online by Cambridge University Press:  02 October 2017

Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P. & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology, 17, 1831.Google Scholar
Angelelli, P., Marinelli, C. & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: A study on Italian children. Frontiers in Psychology, 8, 875.Google Scholar
Angelelli, P., Marinelli, C. V. & Zoccolotti, P. (2010). Single or dual orthographic representations for reading and spelling? A study on Italian dyslexic and dysgraphic children. Cognitive Neuropsychology, 27, 305333.CrossRefGoogle ScholarPubMed
Angelelli, P., Notarnicola, A., Costabile, D., Marinelli, C. V., Judica, A., Zoccolotti, P. & Luzzatti, C. (2008). DDO–Diagnosi dei disturbi ortografici in etá evolutiva [Diagnosis of orthographic deficits in childhood]. Trento: Erickson.Google Scholar
Angelelli, P., Notarnicola, A., Judica, A., Zoccolotti, P. & Luzzatti, C. (2010). Spelling impairment in Italian dyslexic children: Does the phenomenology change with age? Cortex, 46, 12991311.Google Scholar
Barbiero, C., Lonciari, I., Montico, M., Monasta, L., Penge, R., Vio, C., Tressoldi, P. E., Ferluga, V., Bigoni, A., Tullio, A., Carrozzi, M. & Ronfani, L. (2012). The submerged dyslexia iceberg: How many school children are not diagnosed? Results from an Italian study. PloS one, 7, e48082.CrossRefGoogle Scholar
Barca, L., Burani, C., Di Filippo, G. & Zoccolotti, P. (2006). Italian developmental dyslexic and proficient readers: Where are the differences? Brain and Language, 98, 347351.CrossRefGoogle ScholarPubMed
Barca, L., Ellis, A. W. & Burani, C. (2007). Context-sensitive rules and word naming in Italian children. Reading and Writing, 20, 495509.CrossRefGoogle Scholar
Bellocchi, S., Bonifacci, P. & Burani, C. (2013). Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language. Ms. submitted for publication.Google Scholar
Bertinetto, P. M. & Loporcaro, M. (2005). The sound pattern of Standard Italian, as compared with the varietes spoken in Florence, Milan and Rome. Journal of the International Phonetic Association, 35, 131151.Google Scholar
Biffi, M. & Maraschio, N. (2008). Storia interna dell’italiano: Sistema fonico e grafico. In Ernst, G., Gleßgen, M.-D., Schmitt, C. & Schweickard, W. (Eds.), Romanische Sprachgeschichte (pp. 28102830). Berlin: De Gruyter.Google Scholar
Bimonte, D. (2002). “La conigliera è un collare per conigli … ”: Morfologia derivazionale e acquisizione del vocabolario in bambini di scuola elementare. Unpublished thesis, University of Roma-La Sapienza.Google Scholar
Bimonte, D. & Burani, C. (2005). Studi sullo sviluppo della conoscenza della morfologia derivazionale. Età Evolutiva, 80, 101115.Google Scholar
Bortolini, U. (1976). Tipologia sillabica dell’italiano: Studio statistico. In Simone, R., Vignuzzi, U. & Ruggiero, G. (Eds.), Studi di fonetica e fonologia (pp. 522). Rome: Bulzoni.Google Scholar
Brizzolara, D., Pecini, C., Chilosi, A., Cipriani, P., Gasperini, F., Mazzotti, S., Di Filippo, G. & Zoccolotti, P. (2006). Do phonological and rapid automatized naming deficits differentially affect dyslexic children with and without a history of language delay? A study on Italian dyslexic children. Cognitive and Behavioural Neurology, 19, 141149.CrossRefGoogle Scholar
Burani, C. (2010). Word morphology enhances reading fluency in children with developmental dyslexia. Lingue e Linguaggio, 9, 177198.Google Scholar
Burani, C. & Arduino, L. S. (2004). Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patterns. Brain and Language, 90, 318325.CrossRefGoogle ScholarPubMed
Burani, C., Barca, L. & Ellis, A. W. (2006). Orthographic complexity and word naming in Italian: Some words are more transparent than others. Psychonomic Bulletin & Review, 13, 346352.Google Scholar
Burani, C., Bimonte, D., Barca, L. & Vicari, S. (2006). Word morphology and lexical comprehension in Williams Syndrome. Brain and Language, 99, 112113.Google Scholar
Burani, C., Marcolini, S., De Luca, M. & Zoccolotti, P. (2008). Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers. Cognition, 108, 243262.CrossRefGoogle ScholarPubMed
Burani, C., Marcolini, S. & Stella, G. (2002). How early does morpholexical reading develop in readers of a shallow orthography? Brain and Language, 81, 568586.CrossRefGoogle ScholarPubMed
Burani, C., Paizi, D. & Sulpizio, S. (2013). Stress assignment in Italian: Friendship outweighs dominance. Memory & Cognition, 42, 662675.CrossRefGoogle Scholar
Carlisle, J. F. & Nomabody, D. M. (1993). Phonological and morphological awareness in first grades. Applied Psycholinguistics, 14, 177195.Google Scholar
Carretti, B., Cornoldi, C., De Beni, R. & Romanò, M. (2005). Updating in working memory: A comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91, 4566.Google Scholar
Carretti, B., Meneghetti, C. & De Beni, R. (2005). Evoluzione delle abilità di comprensione in studenti dalla 3a elementare alla 1a media [The evolution of reading comprehension abilities in students from third to sixth grade]. Età Evolutiva, 80, 516.Google Scholar
Casalis, S. & Louis-Alexandre, M.-F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing, 12, 303335.CrossRefGoogle Scholar
Cataldo, M. G. & Cornoldi, C. (1998). Self-monitoring in poor and good reading comprehenders and their use of strategy. British Journal of Developmental Psychology, 16, 155165.CrossRefGoogle Scholar
Chilosi, A. M., Brizzolara, D., Lami, L., Pizzoli, C., Gasperini, F., Pecini, C. & Zoccolotti, P. (2009). Reading and spelling disabilities in children with and without a history of early language delay: A neuropsychological and linguistic study. Child Neuropsychology, 15, 582604.Google Scholar
Colombo, L. (1992). Lexical stress effect and its interaction with frequency in word pronunciation. Journal of Experimental Psychology: Human Perception and Performance, 18, 9871003.Google Scholar
Coltheart, M., Rastle, K., Perry, C., Langdon, R. & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204256.Google Scholar
Consensus Conference (2006, September/2007, January). Disturbi evolutivi specifici di Apprendimento: Raccomandazioni per la pratica clinica definite con il metodo della Consensus Conference [Specific Developmental disturbances: Recommandations for clinical practice defined with the method of Consensus Conference]. 2223 September 2006, Montecatini Terme (sentenza della giuria: 26 January 2007, Milan. Retrieved from http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/a9cf25e3-2cd0-471a-9b44-f2d12d17e5a3/raccomandazionidsa2007.pdf.Google Scholar
Cossu, G., Gugliotta, M. & Marshall, J. C. (1995). Acquisition of reading and written spelling in a trasparent orthography: Two non parallel processes? Reading and Writing, 7, 922.Google Scholar
Cossu, G., Gugliotta, M., Villani, D., Cristante, F. & Emiliani, M. (1990). Consapevolezza fonemica e acquisizione della lettura [Phonemic awareness and reading acquisition]. Saggi, 16, 4760.Google Scholar
Cossu, G. & Marshall, J. C. (1986). Theoretical implications of the hyperlexia syndrome: Two new Italian cases. Cortex, 22, 579589.Google Scholar
Cossu, G. & Marshall, J. C. (1990). Are cognitive skills a prerequisite for learning to read and write? Cognitive Neuropsychology, 7, 2140.CrossRefGoogle Scholar
Cossu, G., Rossini, F. & Marshall, J. C. (1993). When reading is acquired but phonemic awareness is not: A study of literacy in Down’s Syndrome. Cognition, 4, 129138.Google Scholar
Cossu, G., Shankweiler, D., Liberman, I. Y. & Gugliotta, M. (1995). Visual and phonological determinants of misreading in a transparent orthography. Reading and Writing, 17, 247256.Google Scholar
Cossu, G., Shankweiler, D. P., Liberman, I. Y., Katz, L. & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 116.Google Scholar
Cunningham, A. J. & Carroll, J. M. (2011). Reading-related skills in earlier- and later-schooled children. Scientific Studies of Reading, 15, 244266.Google Scholar
D’Achille, P. (2006). L’italiano contemporaneo. Bologna: Il Mulino.Google Scholar
D’Amico, A. (2000). Il ruolo della memoria fonologica e della consapevolezza fonemica nell’apprendimento della lettura: Ricerca longitudinale [The role of phonological memory in the learning of reading: A longitudinal study]. Psicologia Clinica Dello Sviluppo, 4, 125144.Google Scholar
De Beni, R., Cornoldi, C., Carretti, B. & Meneghetti, C. (2003). Nuova guida alla comprensione del testo [A new guide to reading comprehension], Vol. I. Trento: Edizioni Erickson.Google Scholar
De Beni, R. & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability? Learning and Individual Differences, 12, 131143.Google Scholar
De Luca, M., Borrelli, M., Judica, A., Spinelli, D. & Zoccolotti, P. (2002). Reading words and pseudo-words: An eye movement study of developmental dyslexia. Brain and Language, 80, 617626.Google Scholar
De Luca, M., Di Pace, E., Judica, A., Spinelli, D. & Zoccolotti, P. (1999). Eye movement patterns in linguistic and non-linguistic tasks in developmental surface dyslexia. Neuropsychologia, 37, 14071420.Google Scholar
De Mauro, T. (1989). Guida all’uso delle parole. Rome: Editori Riuniti.Google Scholar
De Mauro, T. (1999). Grande dizionario italiano dell’uso. Turin: UTET.Google Scholar
De Mauro, T., Mancini, F., Vedovelli, M. & Voghera, M. (1993). Lessico di frequenza dell’italiano parlato. Milan: ETASLIBRI.Google Scholar
Decreto, N. 5669 (2011, July 12). Linee guida per il diritto allo studio degli alunni e degli studenti con dsa [Guidelines for the “right to study” of students with specific learning disabilities]. Rome: Il Ministro dell’Istruzione dell’ Università e della Ricerca.Google Scholar
Desimoni, M., Scalisi, T. G. & Orsolini, M. (2012). Predictive and concurrent relations between literacy skills in Grades 1 and 3: A longitudinal study of Italian children. Learning and Instruction, 22, 340353.Google Scholar
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica, A., Pecini, C., Spinelli, D. & Zoccolotti, P. (2005). Rapid naming, but not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychology, 11, 349361.Google Scholar
Dressler, W. U. & Thornton, A. M. (1991). Doppie basi e binarismo nella morfologia italiana. Rivista di Linguistica, 3, 322.Google Scholar
Faust, M. E., Balota, D. A., Spieler, D. H. & Ferraro, F. R. (1999). Individual differences in information processing rate and amount: Implications for group differences in response latency. Psychological Bulletin, 125, 777799.CrossRefGoogle Scholar
Freyd, P. & Baron, J. (1982). Individual differences in the acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behaviour, 21, 282295.Google Scholar
Frost, R. (2012). Towards a universal model of reading. Behavioral and Brain Sciences, 35, 263329.Google Scholar
Goslin, J., Galluzzi, C. & Romani, C. (2014). PhonItalia: A phonological lexicon for Italian. Behavior Research Methods, 46, 872886.Google Scholar
Grossmann, M. & Rainer, F. (Eds.) (2004). La formazione delle parole in italiano. Tübingen: Niemeyer.CrossRefGoogle Scholar
Iacobini, C. & Adinolfi, A. (2008). La derivazione suffissale nel parlato dell’italiano messa a confronto con quella dello scritto. In Pettorino, M., Giannini, A., Vallone, M. & Savy, R. (Eds.), Proceedings of the Conference ”La comunicazione parlata” (Spoken Communication) (pp. 494512). Naples: Liguori.Google Scholar
Iacobini, C. & Thornton, A. M. (1992). Tendenze nella formazione delle parole nell’italiano del ventesimo secolo. In Moretti, B., Petrini, D. & Bianconi, S. (Eds.), Linee di tendenza dell’italiano contemporaneo (pp. 2555). Rome: Bulzoni.Google Scholar
Invalsi (2009). Le competenze in lettura, matematica, e scienze degli studenti quindicenni Italiani. Rapporto Nazionale PISA 2009, Frascati: Author. Retrieved from www.invalsi.it/invalsi/ri/Pisa2009/documenti/RAPPORTO_PISA_2009.pdf.Google Scholar
ISTAT (2011). Italia in cifre 2011. Rome: Author. Retrieved from www.istat.it/it/files/2011/06/italiaincifre2011.pdf.Google Scholar
Istituto Superiore di Sanità (2010, December/2011, June). Consensus conference. Disturbi specifici dell’apprendimento [Specific learning disturbances], Published in June, 2011, Rome. Retrieved from www.snlg-iss.it/cms/files/Cc_Disturbi_Apprendimento_sito.pdf.Google Scholar
Judica, A., Baldoni, L., Chirri, L., Cucciaioni, C. & Del Vento, G. (2006). Parole in corso: Materiale per il recupero delle difficoltà di lettura [Running words: Materials for the recovery from reading difficulties]. Trento: Erickson.Google Scholar
Judica, A., De Luca, M., Spinelli, D. & Zoccolotti, P. (2002). Training of developmental surface dyslexia improves reading performance and shortens eye fixation duration in reading. Neuropsychological Rehabilitation, 12, 177197.CrossRefGoogle Scholar
Law no. 170 (2010). Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico [New rules for learning disabilities at school]. In Gazzetta Ufficiale N. 24. October 18, 2010.Google Scholar
Lepschy, A. L. & Lepschy, G. C. (1991). The Italian language today. London: Routledge.Google Scholar
Lepschy, G. C. (1978). Note sulla fonematica italiana. In Lepschy, G. C., Saggi di linguistica italiana (pp. 6375). Bologna: Il Mulino.Google Scholar
Lo Duca, M. G. (1987). I bambini e le parole: Su alcuni procedimenti di scoperta del significato. Quaderni di Semantica, 8, 6993.Google Scholar
Lo Duca, M. G. (1990). Creatività e regole, studio sull’acquisizione della morfologia derivativa dell’italiano. Bologna: Il Mulino.Google Scholar
Maiden, M. (1992). Irregularity as a determinant of morphological change. Journal of Linguistics, 28, 285312.Google Scholar
Mancini, F. & Voghera, M. (1994a). Lunghezza, tipi di sillabe e accento in italiano. In De Mauro, T. (Ed.), Come parlano gli italiani (pp. 217245). Scandicci: La Nuova Italia Editrice.Google Scholar
Mancini, F. & Voghera, M. (1994b). Lunghezza, tipi di sillabe e accento in italiano. Archivio Glottologico Italiano, 79, 5177.Google Scholar
Marcolini, S., Burani, C. & Colombo, L. (2009). Lexical effects on children’s pseudoword reading in a transparent orthography. Reading and Writing, 22, 531544.Google Scholar
Marcolini, S., Donato, T., Stella, G. & Burani, C. (2006). Lunghezza e morfologia della parola: Come interagiscono nella lettura dei bambini? Giornale Italiano di Psicologia, 33, 649659.Google Scholar
Marcolini, S., Traficante, D., Zoccolotti, C. & Burani, C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Applied Psycholinguistics, 32, 513532.Google Scholar
Marotta, G. (1991). The Italian diphthongs and the autosegmental framework. In Bertinetto, P. M. & Loporcaro, M. (Eds.), Certamen phonologicum (pp. 389420). Turin: Rosenberg & Sellier.Google Scholar
Martina, A. (2001). Studio sperimentale sull’acquisizione della morfologia derivazionale da parte di bambini italiani: Un approccio neurolinguistico. Unpublished thesis, University of Pisa.Google Scholar
Meneghetti, C., Carretti, B. & De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16, 291301.Google Scholar
Menghini, D., Finzi, A., Benassi, M., Bolzani, R., Facoetti, A., Giovagnoli, S., Ruffino, M. & Vicari, S. (2010). Different underlying neurocognitive deficits in developmental dyslexia: A comparative study. Neuropsychologia, 48, 863872.Google Scholar
Morais, J., Gary, L., Alegria, J. & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323331.Google Scholar
Mulatti, C., Peressotti, F. & Job, R. (2007). Zeading and reazing: Which is faster? The position of the diverging letter in a pseudoword determines reading time. The Quarterly Journal of Experimental Psychology, 60, 10051014.CrossRefGoogle Scholar
Newell, A. & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In Anderson, J. R. (Ed.), Cognitive skills and their acquisition (pp. 155). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Notarnicola, A., Angelelli, P., Judica, A. & Zoccolotti, P. (2012). Development of spelling skills in a shallow orthography: The case of Italian language. Reading and Writing, 25, 11711194.CrossRefGoogle Scholar
OECD (2011). Education at a glance 2011: OECD indicators. Retrieved from www.oecd.org/education/school/educationataglance2011oecdindicators.htm#Data.Google Scholar
Orsolini, M., Fanari, R., Serra, G., Cioce, R., Rotondi, A., Dassisti, A. & Maronato, C. (2003). Primi progressi nell’apprendimento della lettura: Una riconsiderazione del ruolo della consapevolezza fonologica [Initial progress in reading learning: A reconsideration of the role of phonological awareness]. Psicologia Clinica Dello Sviluppo, 7, 403436.Google Scholar
Orsolini, M., Fanari, R., Tosi, V., De Nigris, B. & Carrieri, R. (2006). From phonological recoding to lexical reading: A longitudinal study on reading development in Italian. Language and Cognitive Processes, 21, 576607.Google Scholar
Paizi, D., De Luca, M., Zoccolotti, P. & Burani, C. (2013). A comprehensive evaluation of lexical reading in Italian developmental dyslexics. Journal of Research in Reading, 36, 303329.Google Scholar
Paizi, D., Zoccolotti, P. & Burani, C. (2011). Lexical stress assignment in Italian developmental dyslexia. Reading and Writing, 24, 443461.Google Scholar
Palladino, P., Cornoldi, C., De Beni, R. & Pazzaglia, F. (2001). Working memory and updating processes in reading comprehension. Memory & Cognition, 29, 344354.CrossRefGoogle ScholarPubMed
Peressotti, F., Mulatti, C. & Job, R. (2010). The development of lexical representations: Evidence from the position of the diverging letter effect. Journal of Experimental Child Psychology, 106, 177183.Google Scholar
Perfetti, C. A., Beck, I., Bell, L. C. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283319.Google Scholar
Perfetti, C. A. & Harris, L. N. (2013). Universal reading processes are modulated by language and writing system. Language Learning and Development, 9, 296316.Google Scholar
Pirrelli, V. & Battista, M. (2000). The paradigmatic dimension of stem allomorphy in Italian verb inflection. Rivista di linguistica, 12, 307380.Google Scholar
Scalisi, T. G., Desimoni, M. & Di Vito Curmini, L. (2013). Age and schooling effects on the development of phonological awareness (PA) and rapid automatized naming (RAN) in Italian children aged 5–7 years. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, 13, 4560.Google Scholar
Scalisi, T. G., Desimoni, M. & Pelagaggi, D. (2009). Validità delle prove PAC-SI nella previsione della lettura in prima e terza primaria [Validity of the PAC-SI tests in the prediction of reading in first and third grade]. Psicologia Dell’Educazione, 3, 255280.Google Scholar
Schmid, S. (1999). Fonetica e fonologia dell’italiano. Turin: Paravia.Google Scholar
Scuccimarra, G., Cutolo, L., Fiorillo, P., Lembo, C., Pirone, T. & Cossu, G. (2008). Is there a distinct form of developmental dyslexia in children with specific language impairment? Findings from an orthographically regular language. Cognitive and Behavioral Neurology, 21, 221226.CrossRefGoogle Scholar
Seymour, P. H. K. (1997). Foundations of orthographic development. In Perfetti, C., Rieben, L. & Fayol, M. (Eds.), Learning to Spell (pp. 319337). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Seymour, P. H. K., Aro, M. & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143174.Google Scholar
Spinelli, D., De Luca, M., Di Filippo, G., Mancini, M., Martelli, M. & Zoccolotti, P. (2005). Length effect in word naming latencies: Role of reading experience and reading deficit. Developmental Neuropsychology, 27, 217235.Google Scholar
Stella, V. & Job, R. (2001). Le sillabe PD/DPSS: Una base di dati sulla frequenza sillabica dell’italiano scritto. Giornale Italiano di Psicologia, 28, 633639.Google Scholar
Sulpizio, S., Boureux, M., Burani, C., Deguchi, C. & Colombo, L. (2012). Stress assignment in the development of reading aloud: Nonword priming effects on Italian children. In Miyake, N., Peebles, D. & Cooper, R. P. (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 23692374). Austin, TX: Cognitive Science Society.Google Scholar
Sulpizio, S. & Colombo, L. (2013). Lexical stress, frequency, and stress neighborhood effects in the early stages of Italian reading development. The Quarterly Journal of Experimental Psychology, 66, 20732084.Google Scholar
Swanson, H. L. & Berninger, V. (1995). The role of working memory in skilled and less skilled readers’ comprehension. Intelligence, 21, 83108.Google Scholar
Tainturier, M. J. & Rapp, B. (2001). Spelling words. In Rapp, B. (Ed.), What deficits reveal about the human mind/brain: A handbook of cognitive neuropsychology (pp. 263289). Philadelphia, PA: Psychology Press.Google Scholar
Thornton, A. M., Iacobini, C. & Burani, C. (1997). BDVDB. Una base di dati per il vocabolario di base della lingua italiana, 2nd edn. Rome: Bulzoni.Google Scholar
Traficante, D. (2012). From graphemes to morphemes: An alternative way to improve skills in children with dyslexia. Revista de investigación en Logopedia, 2, 163185.Google Scholar
Traficante, D., Marcolini, S., Luci, A., Zoccolotti, P. & Burani, C. (2011). How do root and suffix influence reading of morphological pseudowords: A study of young Italian dyslexic children. Language and Cognitive Processes, 26, 777793.Google Scholar
Tressoldi, P. E. (1989). Lo sviluppo della lettura e della scrittura: Segmentazione e fusione fonemica [Reading and writing development: Phonemic analysis and synthesis]. Età Evolutiva, 33, 5358.Google Scholar
Tressoldi, P. E. (1996). L’evoluzione della lettura e della scrittura dalla 2a elementare alla 3a media: Dati per un modello di sviluppo e per la diagnosi dei disturbi specifici [The evolution of reading and spelling from 2nd elementary class to 3rd middle class: Data for a developmental model and for the diagnosis of specific disturbances]. Età evolutiva, 56, 4355.Google Scholar
Tressoldi, P. E., Vio, C. & Maschietto, D. (1989). Valore predittivo della consapevolezza fonemica sul livello di lettura e scrittura nel primo anno di scuola elementare [Predictive value of phonemic awareness on reading and writing levels in the first class]. Giornale Italiano di Psicologia, 16, 279292.Google Scholar
Vincent, N. (1988). Italian. In Harris, M. & Vincent, N. (Eds.), The Romance languages (pp. 279313). New York: Oxford University Press.Google Scholar
Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bullettin, 131, 329.CrossRefGoogle ScholarPubMed
Zoccolotti, P., De Luca, M., Di Filippo, G., Judica, A. & Martelli, M. (2009). Reading development in an orthographically regular language: Effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22, 10531079.Google Scholar
Zoccolotti, P., De Luca, M., Di Pace, E., Judica, A., Orlandi, M. & Spinelli, D. (1999). Markers of developmental surface dyslexia in a language (Italian) with high grapheme–phoneme correspondence. Applied Psycholinguistics, 20, 191216.Google Scholar
Zoccolotti, P., De Luca, M., Gasperini, F., Judica, A. & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93, 369373.Google Scholar
Zoccolotti, P., De Luca, M., Judica, A. & Spinelli, D. (2008). Isolating global and specific factors in developmental dyslexia: A study based on the rate and amount model (RAM). Experimental Brain Research, 186, 551560.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×