“…Although phonological processing deficits are well established as core deficits in DD ( Snowling, 1981 ; Ziegler and Goswami, 2005 ), it has been suggested that attentional impairments may also contribute to the pathophysiology of this condition ( Cestnick and Coltheart, 1999 ; Vidyasagar, 1999 , 2019 ; Hari and Renvall, 2001 ; Facoetti et al, 2005 , 2006 ; Bosse et al, 2007 ; Vidyasagar and Pammer, 2010 ; Pina Rodrigues et al, 2017a ). Accordingly, several types of attention deficits have been reported in DD: narrowed visual attentional window and reduced visual attention span ( Bosse et al, 2007 ); stronger effects of crowding ( Bouma and Legein, 1977 ; Spinelli et al, 2002 ; Pernet et al, 2006 ; Martelli et al, 2009 ; Moores et al, 2011 ; Callens et al, 2013 ); noise exclusion deficits ( Sperling et al, 2005 , 2006 ; Pina Rodrigues et al, 2017a ); and, particularly relevant for this study, abnormal spatial distribution of attention ( Facoetti and Turatto, 2000 ; Facoetti and Molteni, 2001 ) and impaired attention orienting ( Brannan and Williams, 1987 ; Facoetti et al, 2000b , 2003a , 2006 ; Facoetti and Molteni, 2001 ; Hari and Renvall, 2001 ; Kinsey et al, 2004 ; Valdois et al, 2004 ; Roach and Hogben, 2008 ; Vidyasagar and Pammer, 2010 ; Franceschini et al, 2012 ; Gabrieli and Norton, 2012 ). Moreover, it has been shown that prereading visuo-attentional skills can predict reading impairments ( Franceschini et al, 2012 ; Carroll et al, 2016 ; Valdois et al, 2019 ) and that attentional training is able to improve reading in dyslexics ( Franceschini et al, 2013 ), suggesting a causal link between attentional deficits and reading impairments.…”