Generality and Specificity of Reading Processes

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Neurolinguistics".

Deadline for manuscript submissions: closed (30 November 2025) | Viewed by 1663

Special Issue Editor


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Guest Editor
Department of Biomedical, Metabolic and Neurosciences, University of Modena and Reggio Emilia, Modena, Italy
Interests: reading; language comprehension; bilingualism

Special Issue Information

Dear Colleagues,

Reading is a complex cognitive skill that enables access to linguistic knowledge through vision. Given its relatively recent evolutionary history, it likely builds on existing neural circuits previously involved in auditory, visual, and audiovisual processing. Consequently, acquiring reading abilities always involves some reliance on general cognitive processes, along with the development of new, specific linguistic skills. 

This Special Issue will deepen our understanding of the balance between the general and specific mechanisms underlying reading, shedding new light on which cognitive mechanisms are recycled and which are entirely novel. We invite submissions that investigate whether reading processes are general or specific. We welcome contributions from a range of scientific fields (e.g., psycholinguistics, neuroscience, cognitive psychology, or clinical neuropsychology), methods (e.g., behavioral techniques, electrophysiology, and neuroimaging), or research perspectives (e.g., theoretical, educational, or clinical). 

We strongly encourage submissions investigating under-represented languages in the scientific literature, research focusing on different orthographic systems and their potential cross-linguistic interactions, and studies covering a broad range of linguistic profiles (monolingual and multilingual). This scientific knowledge will serve as a foundation for achieving a more nuanced understanding of reading processes and behavior, while also increasing the representativeness, inclusiveness, and generalizability of research findings.

Dr. Sendy Caffarra
Guest Editor

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Keywords

  • reading
  • assessment
  • training
  • development
  • acquisition
  • behavior
  • electrophysiology
  • neuroimaging

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Published Papers (2 papers)

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Research

15 pages, 910 KB  
Article
Similarities (and Differences) in the Learning Patterns of Single-Word Reading of an Alphabetic Orthography in Monolingual and Bilingual Primary School Children: A Cross-Sectional Study
by Giuditta Smith, Elisa Bassoli, Yagmur Ozturk, Emily Arteaga-Garcia, Wanjing Anya Ma, ROAR Developer Consortium, I-ROAR Data Collector Consortium, Jason D. Yeatman, Marilina Mastrogiuseppe and Sendy Caffarra
Brain Sci. 2026, 16(4), 356; https://doi.org/10.3390/brainsci16040356 - 26 Mar 2026
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Abstract
Background/Objectives: With growing waves of migration, children speaking a home language different from the language of school literacy have become increasingly common in Western education systems. In this context, understanding and monitoring bilinguals’ reading development is crucial to inform both educational and clinical [...] Read more.
Background/Objectives: With growing waves of migration, children speaking a home language different from the language of school literacy have become increasingly common in Western education systems. In this context, understanding and monitoring bilinguals’ reading development is crucial to inform both educational and clinical practices and ensure equitable services. The present study contributes to the literature by investigating learning patterns in single-word reading across primary school grades. Monolingual and bilingual children learning to read in an alphabetic orthography were examined. Methods: The sample consisted of 565 typically developing monolingual and bilingual primary school children from grades 1–5 (bilinguals = 162). Participants completed a computerised Lexical Decision task (LDT) recording accuracy and response times, and standardised tests of reading and cognition. A parental questionnaire was used to gather socio-demographic and linguistic information. Results: Response bias-corrected accuracy rates in the LDT revealed an increase in sensitivity across school years after correcting for potential confounds (SES, vocabulary, nonverbal intelligence). No significant effect of bilingualism was observed. Response times for correct responses also decreased consistently across grades after controlling for the same confounds. Although no significant main effect of bilingualism emerged, an interaction with grade revealed a greater decrease in response times for second-grade bilinguals compared to monolingual peers. Conclusions: Monolingual and bilingual children showed comparable sensitivity rates and reading times, suggesting similar decoding skill acquisition. However, an earlier decrease in response times for bilinguals points to a facilitatory effect in the early stages of reading development, consistent with a bilingual advantage during skill learning. Full article
(This article belongs to the Special Issue Generality and Specificity of Reading Processes)
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17 pages, 1444 KB  
Article
Reading from Single Versus Multiple Displays: A Cross-Sectional Developmental Comparison
by Sara Conforti, Marialuisa Martelli, Pierluigi Zoccolotti and Chiara Valeria Marinelli
Brain Sci. 2025, 15(12), 1284; https://doi.org/10.3390/brainsci15121284 - 29 Nov 2025
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Abstract
Background/Objectives: Mastery of reading requires the ability to process multiple stimuli in sequence. Previous research shows that children gradually develop this skill as their reading experience increases. This study investigated the serial superiority effect and its association with reading experience. Reading performance [...] Read more.
Background/Objectives: Mastery of reading requires the ability to process multiple stimuli in sequence. Previous research shows that children gradually develop this skill as their reading experience increases. This study investigated the serial superiority effect and its association with reading experience. Reading performance was compared using single- and multiple-word displays in typically developing Italian readers from 1st to 3rd grade. Given the link between reading times and interindividual variability, the analyses used models (DEM, RAM, and State trace) that account for global components of individual performance. Methods: Ninety 1st-, 2nd-, and 3rd-grade students participated. Children were presented with words of varying lengths. Stimuli appeared either sequentially from left to right (single-display condition) or in a static array of 25 words (multiple-display condition). Results: Reading times were faster in the multiple-display than the single-display condition, as expected. Analyses of global components showed that this advantage increased linearly with years of schooling. This finding reflects a progressive mastery of multiple displays as the reading experience grew. Conclusions: Global processing models effectively capture early reading acquisition, especially the increasing difference between reading from single displays and managing multiple reading stimuli. Full article
(This article belongs to the Special Issue Generality and Specificity of Reading Processes)
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