Additional research should be pursued to replicate and extend these findings. Along with the potential clinical value of the findings, the results suggest that difficulties with non-final weak syllables--a problem that would adversely affect all three measures--may be an important part of the SLI profile in Italian.

An intervention aimed at improving academic writing - in particular, synthesis writing - was conducted with 52 undergraduate students of psychology of the University of Padua ( Italy). Before and after the intervention, which lasted 12 weeks, participants were administered a questionnaire on beliefs about writing and a synthesis writing task. During the intervention, participants practised academic writing by composing texts which were revised by the teacher, and analysing and discussing examples of good and poor academic texts. The results showed an improvement in students' ability to write a synthesis, whereas their beliefs about writing were only partially affected by the intervention

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We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217–236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written output.

Highlights1. We investigated response onset and response execution in typing 2. Lexical-semantic variables influenced response onset and interkeystroke intervals 3. Orthographic variables were found to affect only response execution 4. Results seem coherent with cascaded flow of information between linguistic and motor processes Running Head: TYPING PICTURES 3 AbstractThe present study investigated the effect of psycholinguistic variables on measures of response latency and mean interkeystroke interval in a typewritten picture naming task, with the aim to outline the functional organization of the stages of cognitive processing and response execution associated with typewritten word production. Onset latencies were modulated by lexical and semantic variables traditionally linked to lexical retrieval, such as word frequency, age of acquisition, and naming agreement. Orthographic variables, both at the lexical and sublexical level, appear to influence just within-word interkeystroke intervals, suggesting that orthographic information may play a relevant role in controlling actual response execution. Lexical-semantic variables also influenced speed of execution. This points towards cascaded flow of activation between stages of lexical access and response execution.

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Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7-8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children's written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study demonstrated that from the initial stages of writing receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, accuracy and complexity in Italian children's written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study demonstrates the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.

Highlights are mandatory for this journal as they help increase the discoverability of your article via search engines. They consist of a short collection of bullet points that capture the novel results of your research as well as new methods that were used during the study (if any). Please have a look at the examples here: example Highlights. Highlights should be submitted in a separate editable file in the online submission system. Please use 'Highlights' in the file name and include 3 to 5 bullet points (maximum 85 characters, including spaces, per bullet point).