A new dyslexia screening test for Italian, Tiltan-IT, is presented. The test was developed based on an integrated dual-route model of reading, which describes in detail specific mechanisms underpinning early visual processes as well as the lexical and the sublexical routes. The principle according to which the test was developed is that each dyslexia type is manifested in different kinds of errors and in different kinds of stimuli, and we therefore included stimuli sensitive to each dyslexia type in the test. Tiltan-IT is a reading aloud test that includes word, nonword, and word pair lists. The test was administered to 618 Italian-speaking children (2nd-8th grade). Each error produced by the children was classified through the coding scheme developed to detect the different types of dyslexias described by the reading model. The Tiltan-IT was able to identify 110 children with dyslexia. The identified dyslexia types included letter position dyslexia, attentional dyslexia, letter identity dyslexia, surface dyslexia, vowel dyslexia, consonant conversion dyslexia, multi-letter phonological dyslexia, voicing dyslexia. The results confirm that the selection of items in the Tiltan-IT enabled the detection of the wide variety of dyslexias in Italian, some of them for the first time, adding evidence for the cross-linguistic validity of multiple types of developmental dyslexias and for the dual-route model of reading.

There is a growing interest in imaging understudied orthographies to unravel their neuronal correlates and their implications for existing computational and neuroanatomical models. Here, we review current brain mapping literature about Arabic words. We first offer a succinct description of some unique linguistic features of Arabic that challenge current cognitive models of reading. We then appraise the existing functional neuroimaging studies that investigated written Arabic word processing. Our review revealed that (1) Arabic is still understudied, (2) the most investigated features concerned the effects of vowelling and diglossia in Arabic reading, (3) findings were not always discussed in the light of existing reading models such as the dual route cascaded, the triangle, and the connectionist dual process models, and (4) current evidence is unreliable when it comes to the exact neuronal pathways that sustain Arabic word processing. Overall, despite the fact that Arabic has some unique linguistic features that challenge and ultimately enrich current reading models, the existing functional neuroimaging literature falls short of offering a reliable evidence about brain networks of Arabic reading. We conclude by highlighting the need for more systematic studies of the linguistic features of Arabic to build theoretical and neuroanatomical models that are concurrently specific and general.

In the present investigation we adopted the Rapid Parallel Visual Presentation Paradigm with the aim of studying the timing of parafoveal semantic processing. The paradigm consisted in the simultaneous presentation of couple of words, one in fovea (W1) and one in parafovea (W2). In three experiments, we manipulated word frequency, semantic relatedness between the two words and the effect of stimulus duration (150, 100, 50 ms). Accuracy on W2 was higher when W1 and W2 were both of high-frequency and when they were semantically related. W1 reading times were faster when both words were highly-frequent but only when the two words were semantically related (150 ms); when W2 was highly frequent and semantically related to the foveal word (100 ms). When the stimuli were presented for 50 ms, the reading times were reduced when W1 was highly frequent and, crucially, in case of a semantic relation between the two words. Our results suggest that it is possible to extract semantic information from the parafovea very fast (within 100 ms) and in parallel to the processing of the foveal word, especially when the cognitive load required for the latter is reduced, as is the case for high-frequency words. We discuss the resulting data in terms of word recognition and eye movements\' models.

Emojis have many functions that support reading. Most obviously, they convey semantic information and support reading comprehension (Lo, CyberPsychology & Behavior, 11[5], 595-597, 2008; Riordan, Computers in Human Behavior, 76, 75-86, 2017b). However, it is undetermined whether emojis recruit the same perceptual and cognitive processes for identification and integration during reading as do words. To investigate whether emojis are processed like words, we used eye tracking to examine the time course of semantic processing of emojis during reading. Materials consisted of sentences containing a target word (e.g., coffee in the sentence \"My tall coffee is just the right temperature\") when there was no emoji present and when there was a semantically congruent (i.e., synonymous) emoji (e.g., the cup of coffee emoji, ) or an incongruent emoji (e.g., the beer mug emoji, ) present at the end of the sentence. Similar to congruency effects with words, congruent emojis were fixated for shorter periods and were less likely to be refixated than were incongruent emojis. In addition, congruent emojis were more frequently skipped than incongruent emojis, which suggests that semantic aspects of emoji processing begin in the parafovea. Finally, the presence of an emoji, relative to its absence increased target-word skipping rates and reduced total time on target words. We discuss the implications of our findings for models of eye-movement control during reading.

Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper provides a narrative, cross-linguistic and integrated literature review, thereby contributing to the development of universal reading models and at the same time pointing out the important differences between orthographies at the more detailed level. Our review also yields suggestions to devise language-specific instruction and interventions for the development of the specific reading strategies required by the characteristics of the orthography being acquired.