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The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language‐minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be...