Publications Pubblicazioni

Giulia Valcamonica, Giovanni Caleffi, Francesco Piferi, Marta Tagliani, Maria Vender, Denis Delfitto, Franca Garzotto (2026). LLM-based conversational agents for dyslexia treatment: From chatbots to structured tutors. Proceedings of the 2026 ACM Conference on Conversational User Interfaces (CUI ’26), Article 15, pp. 1–12

Panozzo Chiomento M, Vender M, Delfitto D. Language Competence in Parkinson’s Disease: A Systematic Review of 20 Years of Research. Journal of Speech Language and Hearing Research, 69(1):253-272.

De Togni L, Dal Maso, S. & Vender, M. (2025). Transparencia percibida de los verbos morfologicamente complejos en hablantes nativos the español. Un estudio sobre los verbos parasintéticos. E-AESLA, 11, 3-17.

Dal Maso, S. & Vender, M. (2025). Promuovere la lettura nella classe plurilingue: una sperimentazione didattica con bambini con italiano L2. In Fiorentini, Ilaria & Ciccolone, Simone (a cura di) La scuola e le altre lingue. La prospettiva della linguistica applicata. Officinaventuno, Milano (pp 275-294). ISBN: 978-88-97657-77-4.

Redolfi, M., & Vender, M. (2025). Comprehension and production of referential expressions: An instructional intervention for monolingual and bilingual Italian Primary School children. Instructed Second Language Acquisition, 9(2), 222–250.

Tagliani, M., Cruz, L., Redolfi, M., Shirokorad, N., Canzi, M., Melloni, C., & Vender, M. (2025). L2 learners take more time to catch the rhyme: An eye-tracking study on predictive processing. International Journal of Bilingualism, 0(0). https://doi.org/10.1177/13670069251365147

Melloni, C. & Vender, M. (2025). Lettura e benessere nei contesti di fragilità linguistica: un’indagine sugli studenti di un istituto tecnico. In Dalla Valle, M. & Meglioli, E., Biblioterapia in biblioteca e a scuola. Editrice Bibliografica, pp. 63-80. 

Vender, M., Nardon, A., Venagli, I. (2025). Topicality, accessibility, and causality in anaphora resolution: An eye-tracking study of null and overt pronouns in Italian. Intercultural Pragmatics, 22 (1), 147-172.Compostella A., Tagliani M., Vender M., Delfitto D. (2025) On the interaction between implicit statistical learning and the alternation advantage: Evidence from manual and oculomotor serial reaction time tasks. PLOS ONE 20(2): e0318638. 

Vender, M., Delfitto, D. (2025). Bridging the Gap in Adult Dyslexia Research: Assessing the Efficacy of a Linguistic Intervention on Literacy Skills. Annals of Dyslexia 75, 42–70.  https://doi.org/10.1007/s11881-024-00314-x

Festi, F. & Vender, M. (2024). Metalinguistic awareness in L2 Italian children with a migrant background: A trade-off between cognitive advantages and syntactic vulnerabilities. Ampersand, 13: 100208.

Vender, M. (2024). Potenziare la consapevolezza morfologica nella lettura e nella comprensione del testo in italiano in contesti di fragilità linguistica. Italiano LinguaDue, 16(1), 565-583.

Melloni, C. & Vender, M. (2024). Morphological awareness in L2 Italian children with a migrant background. In Babatsouli, E. (ed) Multilingual Acquisition and Learning: An ecosystemic view to diversity. Studies in Bilingualism 67. John Benjamins (pp. 500-528).

Delfitto, D. & Vender, M. (2024). Puzzling Data, Beautiful Computations: A New Analysis of When ‘or’ Means ‘and’. In Capone, A., Perconti, P. & Graci, R. (eds) Philosophy, Cognition and Pragmatics. Perspectives in Pragmatics, Philosophy & Psychology, Vol. 34, Springer, Cham (pp. 101-126).

Hu, S., Delfitto, D., Yang, Y. & Vender, M. (2024). The comprehension of double negation in Chinese children with reading difficulties. Clinical Linguistics and Phonetics,1-20. doi: 10.1080/02699206.2024.2317875.

Vender, M. & Nardon, A. (2023). Un’analisi del vocabolario ortografico e fonologico di apprendenti italiani di inglese: Il ruolo delle parole imparentate. Studi di Glottodidattica, 2, 99-115.

Marzi, C., Melloni, C. & Vender, M. (2023). Finger-tracking reading profile in monolingual and bilingual early graders. Lingue e Linguaggio, XXII.2, 327–361.

Sartori, R.; Tommasi, F.; Abu Hamam, F.; Delfitto, D.; Vender, M.; Dal Maso, S.; Piccinin, S.; Ceschi, A. Facilitating Sustainable Career Development in Fragility: A Psycho-Linguistic Intervention for Employability of Individuals with Fragile Literacy Skills. Sustainability, 2023, 15, 16162.

Vender, M., Vernice, M. (2023) Promuovere il bilinguismo nei disturbi del neurosviluppo: stato dell’arte e prospettive di ricerca. Giornale italiano di psicologia, 2/2023, 253-289.

Garraffa, M., Sorace, A. & Vender, M. (2023). Bilingualism Matters. Language Learning Across the Lifespan. Cambridge: Cambridge University Press.

Vender, M., Compostella, A. & Delfitto, D. (2023). Mapping precedence into containment: linear ordering in a bidimensional space. Lingue e linguaggio, 1/2023, 49-88.

Melloni C, Vender M (2022) Morphological awareness in developmental dyslexia: Playing with nonwords in a morphologically rich language. PLoS ONE, 17(11): e0276643.

Vender, M., Melloni, C. & Delfitto, D. (2022). The effectiveness of reading intervention in adults with developmental dyslexia: A systematic review. Italian Journal of Linguistics, 34.1, 189-232

Melloni, C., Redolfi, M., Vender, M. (2022). Literacy skills in L2 Italian children with a migrant background: a qualitative analysis of spelling errors. Lingue e Linguaggio, 1/2022, pp. 171-192, doi: 10.1418/104454

Tagliani, M., Vender, M., Melloni, C. (2022). The Acquisition of Negation in Italian. Languages, 7, 116. https://doi.org/10.3390/languages7020116

Cordin, P., Vender, M. & Virdia, S. (2021). Indici di bilinguismo e abilità di scrittura e lettura in italiano. Un’indagine nelle scuole primarie trentina. RicercAzione, 13(2), 145-167.

Vender, M.; Vernice, M.; Sorace, A. (2021). Supporting Bilingualism in Vulnerable Populations. Sustainability, 13, 13830. https://doi.org/10.3390/su132413830

Cordin, P. & Vender, M. (2021). An inquiry into language uses of bilingual primary school children. Lingue antiche e moderne, 10, 259-279.

Cristani, M., Dal Maso, S., Piccinin, S., Tomazzoli, C., Vedovato, M. & Vender, M. (2021). A Technology for Assisting Literacy Development in Adults with Dyslexia and Illiterate Second Language Learners. In: Uskov V.L., Howlett R.J., Jain L.C. (eds) Smart Education and e-Learning 2021. Smart Innovation, Systems and Technologies, vol 240. Springer, Singapore. https://doi.org/10.1007/978-981-16-2834-4_40

Tagliani, M., Vender, M. & Melloni, C. (2021). Object relatives with postverbal subject in Italian-speaking children and adults: The role of encyclopedic knowledge in detecting sentence ambiguity, Language Acquisition, DOI: 10.1080/10489223.2021.1914623

Vender M, Melloni C. (2021). Phonological Awareness across Child Populations: How Bilingualism and Dyslexia Interact. Languages. 2021; 6(1):39.

Vender, M., Lavarini, M. & Delfitto, D. (2020). Investigating the computation of scalar implicatures in Italian children with dyslexia: the role of quantifier properties. Lingue & Linguaggio, 2, 223-256.

Arici, M., Cordin, P., Masiero, G., Vender, M. & Virdia, S. (2020). Che lingue conosci, ascolti, parli? Una ricerca sugli usi linguistici dei bambini plurilingui. Italiano LinguaDue, 1, 307-329. https://riviste.unimi.it/index.php/promoitals/article/view/13764 

Vender, M. Krivochen D.G., Compostella A., Phillips B., Delfitto D., Saddy D. (2020). Disentangling sequential from hierarchical learning in Artificial Grammar Learning: Evidence from a modified Simon Task. PLoS ONE 15(5): e0232687. https://doi.org/10.1371/journal.pone.0232687

Melloni, C. and Vender, M. (2020). Phonological processing and nonword repetition: A critical tool for the identification of dyslexia in bilingualism. In E. Babatsouli, M. J. Ball, Anthology of bilingual child phonology. Bristol: Multilingual Matters (309-333).

Vender, M. and Guasti, M. T. (2020). L’apprendimento della letto-scrittura nei bambini con Italiano L2 (‘Learning to read and write in bilingual children with Italian L2’). In E. Bidese, E., J. Casalicchio and M. Moroni. Linguistics: Views From the Alps. Language Theory, Didactics and Society. Frankfurt: Peter Lang (pp. 241-267).

Garraffa, M., Sorace, A. & Vender, M. (2020). Il cervello bilingue. Carocci Editore: Roma.

Vender, M., Delfitto, D. and Melloni, C. (2019). How do bilingual dyslexic and typically developing children perform in nonword repetition? Evidence from a study on Italian L2 children. Bilingualism: Language and Cognition, 1-13. DOI: 10.1017/S1366728919000828.  https://www.researchgate.net/publication/337974257_How_do_bilingual_dyslexic_and_typically_developing_children_perform_in_nonword_repetition_Evidence_from_a_study_on_Italian_L2_children 

Vender M., Krivochen D.G., Phillips B., Saddy D. and Delfitto D. (2019). Implicit Learning, Bilingualism, and Dyslexia: Insights From a Study Assessing AGL With a Modified Simon Task. Frontiers in Psychology, 10:1647. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01647/full 

Delfitto, D., Melloni, C. and Vender, M. (2019). The en(rich)ed meaning of expletive negation. Evolutionary Linguistic Theory, 1, 57-89. https://benjamins.com/catalog/elt.00004.del 

Melloni, C., Vender, M. & Delfitto, D. (2019). Nonword Pluralization: Evidence for an Advantage of Bilingualism in Albanian-Italian and Romanian-Italian Bilingual Children. In R. Slabakova, J. Corbet, L. Dominguez, A. Dudley, A. Wallington (eds.), Explorations in Second Language Acquisition and Processing, 238-250. New Castle: Cambridge Scholars Publishing. ISBN: 978-1-5275-2776-8. https://www.researchgate.net/publication/336497777_Nonword_pluralization_Evidence_for_an_advantage_of_bilingualism_in_Albanian-Italian_and_Romanian-Italian_bilingual_children 

Hu, S., Zhou, P., Foppolo, F., Vender, M. & Delfitto, D. (2019). Scalar implicatures in Chinese children with reading difficulties. First Language. https://doi.org/10.1177/0142723719845181. 

Garraffa, M., Vender, M., Sorace, A. and Guasti, M. T. (2019). Is it possible to differentiate multilingual children and children with Developmental Language Disorder? Languages, Society & Policy. DOI: 10.17863/CAM.37928. http://www.meits.org/policy-papers/paper/is-it-possible-to-differentiate-multilingual-children-and-children-with-dld 

Vender, M., Hu, S., Mantione, F., Delfitto, D. and Melloni, C. (2018). The Production of Clitic Pronouns: A study on Bilingual and Monolingual Dyslexic Children.  Frontiers in Psychology, 9:2301. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02301/full 

Vender, M., Delfitto, D. and Melloni, C. (2018). Clitic production and bilingualism: When exposure matters. Languages, 3, 1-17. https://www.mdpi.com/2226-471X/3/3/22 

Vender, M., Hu, S., Mantione, F., Savazzi, S., Delfitto, D. and Melloni, C. (2018). Bilingualism, Dyslexia and Morphological Awareness: Evidence for an advantage of bilingualism in dyslexia. Journal of Bilingual Education and Bilingualism. 1–18. doi: 10.1080/13670050.2018.1450355. https://www.researchgate.net/publication/323803747_Inflectional_morphology_evidence_for_an_advantage_of_bilingualism_in_dyslexia 

Hu, S., Vender, M., Fiorin, G. & Delfitto, D. (2018). The comprehension of Italian negation in Mandarin-Italian sequential bilingual children. In A. Gavarrò (ed.), On the acquisition of the syntax of Romance, Amsterdam, John Benjamins (pp. 169-184). https://benjamins.com/catalog/lald.62.08hu 

Hu, S., Vender, M., Fiorin, G., Delfitto, D. (2018). The difficulties in comprehending affirmative and negative sentences: Evidence from Chinese poor readers. Journal of Learning Disabilities 51, 181–193. https://www.tandfonline.com/doi/abs/10.1080/13670050.2018.1450355 

Vender, M., Mantione, F., Savazzi, S., Delfitto, D. and Melloni, C. (2017). Inflectional Morphology in Dyslexia: Italian children’s performance in a nonword pluralization Task. Annals of Dyslexia, 67, 401-426. https://www.researchgate.net/publication/321043030_Inflectional_morphology_and_dyslexia_Italian_children’s_performance_in_a_nonword_pluralization_task 

Vender, M. (2017). Disentangling Dyslexia: phonological and processing impairment in Developmental Dyslexia. Bern, Peter Lang.

Vender, M., Garraffa, M., Sorace, A., Guasti, M. T. (2016). How early L2 children perform on Italian clinical markers of SLI: A study of clitic production and nonword repetition. Clinical Linguistics & Phonetics, 30, 150-169. https://www.tandfonline.com/doi/abs/10.3109/02699206.2015.1120346?journalCode=iclp20 

Vender, M., Garraffa, M., Sorace, A., Guasti, M. T. (2014). Bilingualism and Specific Language Impairment: similarities and differences. In Contemori C. and Dal Pozzo L. Inquiries into Linguistic Theory and Language Acquisition, CISCL PRESS, Siena, pp. 217-228. http://www.ciscl.unisi.it/ad60/doc/33_vendergarraffaguastisorace_abs.pdf 

Vender, M. & Delfitto, D. (2010). Towards a pragmatics of negation: The interpretation of negative sentences in developmental dyslexia. Generative Grammar in Geneva, 6, 1-28. https://www.researchgate.net/publication/228493431_Towards_a_pragmatics_of_negation_The_interpretation_of_negative_sentences_in_developmental_dyslexia 

Vender, M. (2009). Scalar implicatures and developmental dyslexia. Proceedings of the 2nd International Clinical Linguistics Conference, Universidad Autónoma de Madrid, Universidad Nacional de Educación a Distancia, and Euphonia Ediciones. https://www.researchgate.net/profile/Maria_Vender/publication/266863286_SCALAR_IMPLICATURES_AND_DEVELOPMENTAL_DYSLEXIA/links/5469e1bb0cf2f5eb1805772e/SCALAR-IMPLICATURES-AND-DEVELOPMENTAL-DYSLEXIA.pdf 

Fiorin, G. & Vender, M. (2008). The interpretation of pronominal expressions in dyslexic children. Proceedings of the 1st Patras International Conference of Graduate Students in Linguistics, University of Patras. https://www.researchgate.net/publication/46723710_The_interpretation_of_pronominal_expressions_in_dyslexic_children

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