{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T14:41:52Z","timestamp":1786977712242,"version":"build-2736575974"},"reference-count":41,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2016,2,19]],"date-time":"2016-02-19T00:00:00Z","timestamp":1455840000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2016,5]]},"abstract":"<jats:p>The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 children with an English learning difficulty, but no L1 learning disorder. Patterns of difficulties were examined for accuracy and type of errors, in spelling dictated short and long words (i.e. disyllables and three syllables). Notably, CD were poor in spelling English words. Furthermore, their errors were mainly related with phonological representation of words, as they made more \u2018phonologically\u2019 implausible errors than controls. In addition, CD errors were more frequent for short than long words. Conversely, the three groups did not differ in the number of plausible (\u2018non\u2010phonological\u2019) errors, that is, words that were incorrectly written, but whose reading could correspond to the dictated word via either Italian or English rules. Error analysis also showed syllable position differences in the spelling patterns of CD, children with and English learning difficulty and control children. 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