Development of a cognitive-linguistic assessment battery for L1 Italian learners of L2 Chinese with and without literacy impairments

Abstract This paper outlines the design and development of an experimental test intended to evaluate the cognitive-linguistic factors that influence the acquisition of Chinese as a second language (L2) literacy among native (L1) Italian secondary school students. The study focuses specifically on learners with reading and writing impairments, as well as learners with diagnosed developmental dyslexia. These learners form a group known as “impaired readers”. The performance of this group is then compared with that of typically developing learners (TDLs). The theoretical framework is based on the multiple deficit model of developmental dyslexia and research on Chinese native (L1) readers. The battery includes tasks targeting phonological awareness, orthographic processing, rapid automatised naming (RAN), working memory, visual attention and morphological awareness. These tasks have been adapted from assessments used with L1 Chinese learners and meticulously tailored for L1 Italian learners of L2 Chinese. This manuscript presents the comprehensive rationale, structure and detailed adaptation process of the assessment battery, alongside its data collection methodology. This foundational work establishes a robust methodological tool for future empirical investigations, with the ultimate aim of informing targeted interventions and educational strategies through analysis of the collected dataset. A subsequent publication will present a comprehensive report of the findings from administering the battery and their implications.