Characterization of reading errors in languages with different orthographic regularity: an Italian–English comparison

Abstract The study examined whether a classification of errors based on Hendriks and Kolk’s (1997) proposal would effectively characterize the reading profile children learning two orthographies varying for regularity, such as Italian English. considered both an age-match grade-match comparison. Offline analysis error production was carried out lists stimuli: List 1 including regular words frequency matched non-words 2 low-frequency regularity. In 1, Italian-reading made more multiple attempts characterized by slow progressive approach to target (sounding-out behavior) than English-reading children, while latter relatively word substitutions non-word lexicalizations. As 2, approaches compared (with sounding-out behaviors syllabications), opposite occurred phonological-visual errors, substitutions, morphological, semantic errors. Both groups showed high proportion regularization (stress assignment in case children). Overall, use coding system specifically tuned characteristics investigated allowed comprehensive identification difficulties which different strategies used languages emerge clearly (more reliance sub-lexical routines readers lexical English readers). These results call attention patterns those transparent orthography where analyses have largely been ignored.