The children were generally impaired in recognizing phonologically plausible misspellings. In the first experiment, 9 Italian children with surface dyslexia and dysgraphia judged the orthographic correctness (input lexicon) of their phonologically plausible misspellings (output lexicon) and of phonologically plausible spellings experimentally introduced for words they consistently spelt correctly. The main aim of the present study was to compare the single- versus dual-lexicon accounts in dyslexic/dysgraphic children (and in normal but younger children). It is unclear whether this parallelism is due to impairment of separate orthographic input and output lexicons or to a unique defective lexicon. N2 - Italian children with surface dyslexia and dysgraphia show defective orthographic lexical processing in both reading and spelling. T1 - Single or dual orthographic representations for reading and spelling? a study of Italian dyslexic-dysgraphic and normal children Overall, findings support the hypothesis that a single orthographic lexicon is responsible for reading and spelling performance in both dyslexic/dysgraphic and normal (but younger) children.', The results confirmed a close parallelism between the orthographic lexical representations used for reading and spelling.

In a second experiment, younger normal children with reading/spelling ability similar to that of the dyslexic/dysgraphic children in the first experiment (but younger) were examined. Parallel deficits in reading and spelling also emerged: Children were more impaired in judging items they consistently misspelt and more accurate in judging items they always spelt correctly.

Overall, findings support the hypothesis that a single orthographic lexicon is responsible for reading and spelling performance in both dyslexic/dysgraphic and normal (but younger) children.ДЄbstract = 'Italian children with surface dyslexia and dysgraphia show defective orthographic lexical processing in both reading and spelling.

Italian children with surface dyslexia and dysgraphia show defective orthographic lexical processing in both reading and spelling.

Accurate 4-305