HIGHLIGHTS
SUMMARY
Whether the minority language exposure and, in general, a bilingual background might exert an impact on their learning and academic achievements is still under debate (Cobo-Lewis et_al, 2002; Kovelman et_al, 2015, 2008; Kremin et_al, 2019). Similar findings were reported for bilinguals belonging to minorities (Engel de Abreu, 2011; Engel de Abreu and Gathercole, 2012; Bosma et_al, 2017; Hopp et_al, 2019). The inter-letters spacing showed to be a relevant variable for inducing crowding in DD readers (Spinelli et_al, 2002; Yu et_al, 2007; Martelli et_al, 2009) and, in general, this effect seems to be . . .
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