@ARTICLE{MARZI_2023_ARTICLE_MMV_490328, AUTHOR = {Marzi, C. and Melloni, C. and Vender, M.}, TITLE = {Finger-tracking reading profiles in monolingual and bilingual early graders}, YEAR = {2023}, ABSTRACT = {In this paper we propose an analysis of the reading behaviour of a group of Italian monolingual (n= 24) and bilingual (n= 35) 2nd schoolgraders, engaged in the tasks of reading aloud lists of isolated words and nonwords (from the DDE-2 test battery), as well as narrative connected texts displayed on the touch-screen of a common tablet, to be read either aloud or silently. A finger-tracking technique is illustrated, which provides detailed information about the reading behaviour and attention focus of early graders. Our results reveal various differences between groups. In particular, a different tracking pattern emerged in reading long, morphologically-complex word forms, correlating with a higher decoding error rate and comprehension difficulties in bilingual children compared with their monolingual peers. We suggest that the unsteady, discontinuous reading pattern for long noun and verb forms may be due to a (proto)-morphological reading strategy, with monolingual children being more successful in benefiting from a morpheme-based reading route. We also discuss the potentials of the finger-tracking technique as a tool to offer a more profound and comprehensive analysis of the reading profiles of both monolingual and bilingual readers.}, KEYWORDS = {developing readers, bilingualism, L2 literacy, connected text reading, morphological processing, finger-tracking}, PAGES = {327-361}, URL = {https://www.rivisteweb.it/doi/10.1418/109051}, VOLUME = {XXII}, DOI = {10.1418/109051}, PUBLISHER = {Il Mulino, Bologna (Italia)}, ISSN = {1720-9331}, JOURNAL = {Lingue e linguaggio}, } @ARTICLE{MARZI_2022_ARTICLE_MNMMP_471441, AUTHOR = {Marzi, C. and Narzisi, A. and Milone, A. and Masi, G. and Pirrelli, V.}, TITLE = {Reading behaviors through patterns of finger-tracking in Italian children with autism spectrum disorder}, YEAR = {2022}, ABSTRACT = {The paper proposes an ecological and portable protocol for the large-scale collection of reading data in high-functioning autism spectrum disorder (ASD) children based on recording the finger movements of a subject reading a text displayed on a tablet touchscreen. By capitalizing on recent evidence that movements of a finger that points to a scene or text during visual exploration or reading may approximate eye fixations, we focus on recognition of written content and function words, pace of reading, and accuracy in reading comprehension. The analysis showed significant differences between typically developing and ASD children, with the latter group exhibiting greater variation in levels of reading ability, slower developmental pace in reading speed, less accurate comprehension, greater dependency on word length and word frequency, less significant prediction-based processing, as well as a monotonous, steady reading pace with reduced attention to weak punctuation. Finger-tracking patterns provides evidence that ASD readers may fail to integrate single word processing into major syntactic structures and lends support to the hypothesis of an impaired use of contextual information to predict upcoming stimuli, suggesting that difficulties in perception may arise as difficulties in prediction.}, KEYWORDS = {reading, autism, finger-tracking, deleloping readers, prediction-driven processing}, PAGES = {1-17}, URL = {https://www.mdpi.com/2076-3425/12/10/1316}, VOLUME = {12}, DOI = {10.3390/brainsci12101316}, PUBLISHER = {Molecular Diversity Preservation International (Basel)}, ISSN = {2076-3425}, JOURNAL = {Brain sciences}, } @INCOLLECTION{CREPALDI_2022_INCOLLECTION_CFMNPT_471258, AUTHOR = {Crepaldi, D. and Ferro, M. and Marzi, C. and Nadalini, A. and Pirrelli, V. and Taxitari, L.}, TITLE = {Finger movements and eye movements during adults' silent and oral reading}, YEAR = {2022}, ABSTRACT = {Using a common tablet and a web application, we can record the finger movements of a reader that is concurrently reading and finger-pointing a text displayed on the tablet touchscreen. In a preliminary analysis of "finger-tracking" data of early-graders we showed that finger movements can replicate established reading effects observed in more controlled settings. Here, we analyse and discuss reading evidence collected by (i) tracking the finger movements of adults reading a short essay displayed on a tablet touchscreen, and (ii) tracking the eye movements of adults reading a comparable text displayed on the screen of a computer. Texts in the two conditions were controlled for linguistic complexity and page layout. In addition, we tested adults' comprehension in both silent and oral reading, by asking them multiple-choice questions after reading each text. We show and discuss the reading evidence that the two (optical and tactile) protocols provide, and to what extent they show comparable effects. We conclude with some remarks on the importance of ecology and portability of protocols for large-scale collection of naturalistic reading data.}, KEYWORDS = {Reading, finger-tracking, digital technology}, PAGES = {443-471}, URL = {https://link.springer.com/book/9783030998905}, VOLUME = {23}, PUBLISHER = {Springer (Dordrecht, NLD)}, ISBN = {978-3-030-99890-5}, BOOKTITLE = {Developing language and literacy-Studies in Honor of Dorit Diskin Ravid}, EDITOR = {Levie, R. and Bar On, A. and Ashkenazi, O. and Dattner, E. and Brandes, G.}, } @INCOLLECTION{CAPPA_2021_INCOLLECTION_CFG_461297, AUTHOR = {Cappa, C. and Ferro, M. and Giulivi, S.}, TITLE = {Valutare l'efficienza di lettura in classe, fra "ecologia" e tecnologie}, YEAR = {2021}, ABSTRACT = {La sperimentazione AEREST ha consentito la creazione di un protocollo in grado di offrire una valutazione accurata e dettagliata delle abilità di lettura e comprensione del testo. Lo strumento si è rivelato semplice da utilizzare per gli insegnanti, ed è stato accolto con curiosità e interesse dagli allievi, certamente attratti dal supporto utilizzato per la somministrazione (il tablet), ma anche dai testi, che sono stati scelti e adattati con particolare cura. L'analisi dei dati ha consentito di identificare una considerevole varietà di profili di lettori, per i quali sarà possibile progettare percorsi di potenziamento mirati. Come già accennato, si è potuta constatare l'efficacia dello strumento nell'identificazione di allievi le cui difficoltà (pur evidenti agli occhi degli insegnanti) non vengono rilevate dai test comunemente utilizzati per la valutazione, ma la cui lettura non può essere considerata 'efficiente'. Costituiscono esempi in questo senso gli allievi che decodificano in modo accurato e veloce, con buone prestazioni nella comprensione all'ascolto, ma che manifestano difficoltà nella comprensione di un testo in lettura silente, poiché in questa attività devono integrare la decodifica con l'accesso al significato. Un ulteriore esempio è costituito dagli allievi che ottengono buoni risultati in tutti i test, impiegando però un tempo eccessivamente lungo per svolgerli. Nella prospettiva qui adottata, anche per questi allievi è necessario individuare strategie di supporto volte a evitare che le attività scolastiche, in particolare i compiti a casa, occupino una parte troppo ampia del tempo dell'allievo, togliendo spazio al gioco, allo svago, agli interessi personali e alla socializzazione. Questi ultimi sono aspetti che, come sottolinea la Carta internazionale dei diritti dei bambini (1959), rivestono un'importanza cruciale per il processo di crescita e il benessere generale di ciascuno. Oltre alle difficoltà, il protocollo AEREST consente di mettere in evidenza le prestazioni eccellenti, grazie alla struttura dei test e alle caratteristiche dei testi e delle domande che li accompagnano. Capire a fondo come "funzionano" gli allievi è indispensabile per poterli sostenere al meglio negli apprendimenti, indipendentemente dalla presenza o meno di un'"etichetta" diagnostica. Gli insegnanti hanno in questo senso una grande responsabilità, e uno strumento come AEREST, grazie anche all'implementazione su piattaforma tecnologica, può aiutarli in quella che forse è la loro principale sfida quotidiana: fare in modo che le difficoltà scolastiche non siano vissute come barriere all'apprendimento, al successo scolastico, alle opportunità professionali, alla realizzazione personale, ma come soglie da superare e da trasformare in trampolini di lancio.}, KEYWORDS = {efficienza di lettura, decodifca, comprensione, scuola primaria}, PAGES = {49-69}, URL = {https://buponline.com/prodotto/disturbi-specifici-dellapprendimento-e-insegnamento-linguistico/}, VOLUME = {3}, PUBLISHER = {Bononia University Press (Bologna, ITA)}, ISBN = {978-88-6923-829-1}, BOOKTITLE = {Didattica dell'italiano}, EDITOR = {Garulli, V. and Pasetti, L. and Viale, M.}, } @INPROCEEDINGS{BRUNO_2021_INPROCEEDINGS_BGCMF_461393, AUTHOR = {Bruno, E. and Giulivi, S. and Cappa, C. and Marini, M. and Ferro, M.}, TITLE = {Evaluating the accuracy of decoding in children who read aloud}, YEAR = {2021}, ABSTRACT = {Digital tools based on automatic speech recognition (ASR) could be a useful support for teachers in assessing the reading skills of the students. We focus on the evaluation of the decoding accuracy of children with grade level ranging from the 3rd to the 6th performing a reading aloud task on a narrative text displayed on an ordinary tablet using the ReadLet platform. On the basis of previously collected data, we built a gold dataset with sentences characterised by the audio data, the original text to be read, and the text actually spoken by the child. By using the open-source Kaldi toolkit an ASR system based on the GMM-HMM model was trained on the training portion of the gold dataset. The accuracy of the ASR system was calculated as the ability to correctly decode the test audio data with respect to the annotated text, and the decoding accuracy of the children was estimated by measuring the gap between the results obtained with the annotated text and the original text. A consistent trend with increasing grade level was found in terms of word correctness, substitutions and insertions, while the trained model appears to be significantly able to evaluate the children decoding accuracy.}, KEYWORDS = {speech recognition, decoding accuracy, reading aloud, voice parameters, Kaldi, GMM-HMM acoustic model}, PAGES = {145-148}, URL = {https://publications.cnr.it/doc/461393}, DOI = {10.36253/978-88-5518-449-6}, PUBLISHER = {Firenze University Press (Firenze, ITA)}, ISBN = {978-88-5518-449-6}, CONFERENCE_NAME = {12th International Workshop on Models and Analysis of Vocal Emissions for Biomedical Applications (MAVEBA'21)}, CONFERENCE_PLACE = {Firenze (Italy)}, CONFERENCE_DATE = {14-16/12/2021}, BOOKTITLE = {Proceedings of the 12th International Workshop on Models and Analysis of Vocal Emissions for Biomedical Applications (MAVEBA'21)}, EDITOR = {Manfredi, C.}, } @INPROCEEDINGS{TAXITARI_2021_INPROCEEDINGS_TCFMNP_441870, AUTHOR = {Taxitari, L. and Cappa, C. and Ferro, M. and Marzi, C. and Nadalini, A. and Pirrelli, V.}, TITLE = {Using mobile technology for reading assessment}, YEAR = {2021}, ABSTRACT = {The enormous potential of Information and Communication Technologies (ICT) for addressing critical educational issues is generally acknowledged, but its use in the assessment of the complex skills of reading and understanding a text has been very limited to date. The paper contrasts traditional reading assessment protocols with ReadLet, an ICT platform with a tablet front-end, designed to support online monitoring of silent and oral reading abilities in early graders. ReadLet makes use of cloud computing and mobile technology for large-scale data collection and allows the time alignment of the child's reading behaviour with texts tagged using Natural Language Processing (NLP) tools. Initial findings replicate established benchmarks from the psycholinguistic literature on reading in both typically and atypically developing children, making the application a new ground-breaking approach in the evaluation of reading skills. Index Terms--reading assessment, reading research, mobile technology, NLP, cloud computing, special education needs.}, KEYWORDS = {reading assessment, reading research, mobile technology, NLP, cloud computing, special education needs}, PAGES = {1-6}, URL = {http://www.ieee.ma/cist20/component/content/?id=26\&Itemid=185}, ISBN = {9781728166469}, CONFERENCE_NAME = {6th IEEE Congress on Information Science \& Technology (IEEE CIST'20)}, CONFERENCE_PLACE = {online}, CONFERENCE_DATE = {05/06/2021}, } @INPROCEEDINGS{MARZI_2020_INPROCEEDINGS_MRNTP_438979, AUTHOR = {Marzi, C. and Rodella, A. and Nadalini, A. and Taxitari, L. and Pirrelli, V.}, TITLE = {Does finger-tracking point to child reading strategies?}, YEAR = {2020}, ABSTRACT = {The movement of a child's index finger that points to a printed text while (s)he is reading may provide a proxy for the child's eye movements and attention focus. We validated this correlation by showing a quantitative analysis of patterns of "finger-tracking" of Italian early graders engaged in reading a text displayed on a tablet. A web application interfaced with the tablet monitors the reading behaviour by modelling the way the child points to the text while reading. The analysis found significant developmental trends in reading strategies, marking an interesting contrast between typically developing and atypically developing readers.}, KEYWORDS = {reading assessment, reading strategies, mobile technology, special educiation needs}, PAGES = {1-7}, URL = {http://ceur-ws.org/Vol-2769/paper_60.pdf}, VOLUME = {vol-2769}, PUBLISHER = {CEUR-WS. org (Aachen, DEU)}, ISSN = {1613-0073}, CONFERENCE_NAME = {Italian Conference on Computational Linguistics 2020}, CONFERENCE_PLACE = {Bologna}, CONFERENCE_DATE = {1-3/03/2021}, BOOKTITLE = {Proceedings of the Seventh Italian Conference on Computational Linguistics}, EDITOR = {Monti, J. and Dell'Orletta, F. and Tamburini, F.}, } @INPROCEEDINGS{FERRO_2018_INPROCEEDINGS_FCGMNCP_390504, AUTHOR = {Ferro, M. and Cappa, C. and Giulivi, S. and Marzi, C. and Nahli, O. and Cardillo, F. A. and Pirrelli, V.}, TITLE = {ReadLet: Reading for Understanding}, YEAR = {2018}, ABSTRACT = {This paper focuses on motivation, objectives, design issues and preliminary results of ReadLet, an ICT platform for assessing reading efficiency in primary school children. Test data are discussed on a sample of 200 early graders, reading French, Italian and Standard Modern Arabic (SMA).}, KEYWORDS = {Reading, text comprehension, Specific Learning Disorders, multimodal signal processing, cloud computing, portable assistive technology}, PAGES = {404-409}, URL = {https://publications.cnr.it/doc/390504}, PUBLISHER = {IEEE (New York, USA)}, ISBN = {978-1-5386-4385-3}, CONFERENCE_NAME = {IEEE-CIST2018 LED-ICT}, CONFERENCE_PLACE = {Marrakech, Morocco}, CONFERENCE_DATE = {21-27/10/2018}, } @INPROCEEDINGS{MARZI_2022_INPROCEEDINGS_MNFMMVPTP_471602, AUTHOR = {Marzi, C. and Narzisi, A. and Ferro, M. and Masi, G. and Milone, A. and Viglione, V. and Pelagatti, S. and Tomassini, I. and Pirrelli, V.}, TITLE = {Patterns of finger-tracking in Italian early readers with Autism Spectrum Disorder}, YEAR = {2022}, ABSTRACT = {Background: Of late, the synergistic interaction of eye and hand movements in the exploration of a visual scene displayed on a computer touchscreen was shown to provide a congruent signature of the "attention maps" of subjects with autism spectrum disorders (ASD). A familiar context where this visual and tactile interaction is exploited is when children use the finger of their dominant hand to point the letters of written words as they are reading, particularly at early stages of their literacy development. In the present work, a dedicated app running on a common tablet is used to capture and analyse the finger-tracking behaviour of children with ASD while they are reading few episodes of a connected text on the tablet touchscreen. The reader's voice is also recorded through the tablet built-in microphone. The sliding movements of the finger across the tablet touchscreen are discretized into a series of densely distributed "touch events", which are then mapped onto the text lines in much the same way eye fixations are projected onto a sequence of words using an eye-tracker. Reading texts are linguistically annotated, to control for levels of reading difficulty, and finger-tracking times are associated with linguistic glosses. Objectives: Investigate patterns of finger-tracking as a potential non biological marker for identification of children with ASD . Methods: A preliminary analysis is offered of evidence of the finger-tracking behaviour of 20 Italian children with high functioning ASD, aged 7-11 years, while they are engaged in reading. A grade-matched control group of children with typical development was included. Patterns of finger-tracking are assessed in connection with three complementary aspects of reading behaviour: (1) word recognition, (2) pace of reading of multi-word intonation units, and (3) text comprehension, controlled by asking children a few multiple-choice questions on text content after each reading session. Results: Considerable variation in levels of reading ability was observed in the ASD sample, with a few children showing clear evidence of impaired reading comprehension. However, fluent readers with ASD exhibit the same correlation between accurate decoding (assessed by measuring per-word reading speed) and high levels of reading comprehension found in controls. Likewise, decoding rates were found to significantly increase with increasing grade levels, following the typical developmental pattern observed in controls. On a less local level of linguistic analysis, the reading pace of ASD readers fails to be modulated according to major syntactic structures, punctuation marks and direct speech turns, an effect concomitant with a flat prosodic intonation of oral reading. Conclusions: Preliminary findings confirm the heterogeneous nature of reading skills in children with ASD, showing that the use of a tablet screen as a tactile interface for visual perception analysis can offer a robust experimental protocol for large-scale, multimodal collection of naturalistic data for extensive assessment of readers with ASD.}, KEYWORDS = {reading, autism, finger-tracking, developing readers, prediction-driven processing}, PAGES = {192-192}, URL = {https://cdn.ymaws.com/www.autism-insar.org/resource/resmgr/files/insar_2022/2022_Abstract_Book.pdf}, VOLUME = {2022}, CONFERENCE_NAME = {INSAR}, CONFERENCE_PLACE = {Austin, Texas}, CONFERENCE_DATE = {11-14/05/2022}, BOOKTITLE = {2022 annual meeting abstract book}, } @INPROCEEDINGS{PIRRELLI_2020_INPROCEEDINGS_PCCDFGMNT_442758, AUTHOR = {Pirrelli, V. and Cappa, C. and Crepaldi, D. and Del Pinto, V. and Ferro, M. and Giulivi, S. and Marzi, C. and Nadalini, A. and Taxitari, L.}, TITLE = {Tracking the pace of reading with finger movements}, YEAR = {2020}, ABSTRACT = {Recent experimental evidence in visual perception analysis shows that eye and finger movements strongly correlate during scene exploration, at both individual and group levels. A familiar context which exploits this synergistic behaviour is when children learn to read, with the practice of finger-pointing to text as a support for their attention focus, directional movement and voice-print match. Using a tablet to display short texts, we collected evidence on the finger-pointing behaviour of 3rd-6th Italian graders engaged in both silent and oral reading. "Finger-tracking" data, sampled by the tablet and aligned with the text, made it possible to time a child's reading paceat word and sentence level. Results are shown to replicate established benchmarks in the reading literature, such as the difference in reading pace between age-matched typical and atypical readers as a function of word frequency and length, and neighbourhood entropy and Old20. Atypical readers show increasing difficulty with longer words, with a steeper time increment for word length > 6, integrating previous evidence. In addition, neighbourhood density plays a sparse facilitative role in atypical reading, with no significant interaction with neighbourhood entropy, pointing to a non trivial developmental interplay between sublexical reading and the richness of the Italian orthographic-phonological lexicon. Despite their different dynamics, optical and tactile strategies for text exploration prove to be highly congruent: this suggests that finger-tracking can be used as an ecological proxy for eye-tracking in reading assessment.}, KEYWORDS = {Reading, Finger tracking, Mental Lexicon, Word frequency, Word Length, Neighbourhood entropy}, PAGES = {1}, URL = {https://osf.io/hr62g/}, CONFERENCE_NAME = {Words in the World International Conference}, CONFERENCE_PLACE = {Montreal (Canada)}, CONFERENCE_DATE = {16-18/10/2020}, } @INPROCEEDINGS{CAPPA_2018_INPROCEEDINGS_CFGMNCP_396593, AUTHOR = {Cappa, C. and Ferro, M. and Giulivi, S. and Marzi, C. and Nahli, O. and Cardillo, F. A. and Pirrelli, V.}, TITLE = {ReadLet: piattaforma ICT per valutare l'efficienza di lettura}, YEAR = {2018}, ABSTRACT = {ReadLet è una piattaforma ICT pensata per valutare accuratamente l'efficienza di lettura nei bambini della scuola primaria. Combina tecnologia ICT portatile e cloud-computing con una serie di moduli software, specifici per modalità di somministrazione. Questi, implementati come servizi web, includono: i) valutazione dell'elaborazione del testo e della leggibilità; ii) valutazione della velocità di lettura (ad alta voce e silente) e delle sue fluttuazioni); iii) valutazione della correttezza della decodifica ad alta voce; iv) valutazione della comprensione del testo (in lettura silente e da ascolto). Un prototipo della tecnologia ReadLet è stato sperimentato su circa 200 alunni (8-11 anni), che variano per stato socio-economico, lingua (italiana, francese, araba) e area geografica (Italia, Svizzera, Marocco). L'utilizzo del tablet per la lettura è stato percepito dai bambini come un'esperienza coinvolgente e piacevole. Gli insegnanti hanno trovato lo strumento facile da utilizzare e in grado di fornire maggiori informazioni rispetto agli strumenti tradizionali.}, KEYWORDS = {leggere per capire, disturbi del linguaggio, screening}, URL = {https://www.airipa.it/congresso/pluginfile.php/2781/mod_resource/content/1/Programma%20Congresso%20AIRIPA_Arezzo_dettagliato-3.pdf}, CONFERENCE_NAME = {XXVII Congresso Nazionale AIRIPA}, CONFERENCE_PLACE = {Arezzo (Italy)}, CONFERENCE_DATE = {28-29/09/2018}, } @INPROCEEDINGS{FERRO_2018_INPROCEEDINGS_FCGMCP_396591, AUTHOR = {Ferro, M. and Cappa, C. and Giulivi, S. and Marzi, C. and Cardillo, F. A. and Pirrelli, V.}, TITLE = {ReadLet: an ICT platform for the assessment of reading efficiency in early graders}, YEAR = {2018}, ABSTRACT = {Reading is not just word decoding, but the joint product of decoding and deep linguistic comprehension [ 1 , 2 ]. Effective linguistic comprehension relies on language skills such as semantic and syntactic awareness. Both decoding and linguistic comprehension are necessary for reading comprehension, and neither is by itself sufficient [ 2 ]. However, current protocols for reading assessment measure decoding (reading accuracy and speed) and reading comprehension separately [ 3 , 4 , 5 ]. This does not allow evaluation of reading efficiency [ 6 ], defined as the ability to fully understand connected texts by minimising reading time, a cognitive ability that lies at the roots of students' academic achievement [ 8 , 7 ]. ReadLet is an ICT platform specifically designed to provide accurate, evidence-based assessment of reading efficiency in early grade children, by offering an ecological, non-invasive protocol for extensive data elicitation, storage and analysis. With ReadLet, early graders at school can read a one or two page text displayed on a tablet touchscreen, either silently or aloud. Children are asked to slide their finger across the words as they read, to guide directional tracking. After reading, the child is prompted with a few multiple-answer questions on text content presented one at a time, while the text remains displayed on the screen for the child to be able to retrieve relevant information. In the process, the tablet keeps track of time-aligned multimodal data: voice recording, finger sliding time, time of reading, time of question answering, and number of correct answers. Data are recorded, stored locally, sent to the ReadLet server through an internet connection, and processed remotely by a battery of cloud-based services, analysing data automatically to produce a detailed quantitative signature of each reading session. A server-based database aggregates anonymised data to make them available for specialists. Also individual's longitudinal profiles are stored, for them be queried and inspected upon authorised access. The platform combines portable ICT technology and cloud computing with a number of modality-specific software modules, implemented as web services including: i) a text processing and readability assessment service, consisting in a battery of tools for automated linguistic annotation of written texts and a machine-learning component assigning a readability score to annotated texts [ 9 ]; ii) a finger touch processing service aligning the child's finger sliding with the written text and measuring speed fluctuations; iii) a speech processing and decoding assessment service, aligning the acoustic record of child's reading with the written text and assessing correctness of recoding [ 10 ]. At the time of writing, the platform includes the first two modules only. Preliminary testing of a prototype version of ReadLet technology with a population of about 200 pupils aged 8 to 11, both male and female, varying for socio-economic status, language (Italian, French and Arabic) and geographical area (Italy and Morocco), showed that children are extremely responsive to using a tablet for reading, and very easy to engage in what they perceive as an enjoyable experience. We expect online databases of automatically classified cross-sectional and longitudinal data, accurate statistical modelling and developmental trends of reading literacy to help education professionals and clinical specialists assess the level of reading skills reached by the child, and decide which intervention programmes and measures are most appropriate. While information technology cannot and should not supplant the role and professional judgement of teachers and therapists, the project intends to provide portable tools, models and data for timely screening and daily management of reading difficulties and disorders.}, KEYWORDS = {reading efficiency, decoding, comprehension, language specific disorders}, PAGES = {61-61}, URL = {https://mentallexicon2018.ca/}, CONFERENCE_NAME = {11th International Conference on the Mental Lexicon}, CONFERENCE_PLACE = {Edmonton, Alberta (Canada)}, CONFERENCE_DATE = {25-28/09/2018}, }