This research examined the effects of AoA on word and picture-naming tasks in individuals with and without dyslexia. A 2 × 2 × 2 × 2 mixed design was used, and the variables were: gender (male vs. female), reader status (dyslexic vs. non-dyslexic), AoA (early vs. late), and stimulus type (words vs. pictures). Participants (N = 32) were chosen from Eastern Mediterranean University, their ages matched, and they had a thorough dyslexia assessment. Participants named stimuli that were displayed on a computer screen, and their reaction times (RTs) were measured. The major impacts of reader status, AoA, and stimulus type on RTs were shown to be significant. individuals who were dyslexic had slower RTs than individuals who were not dyslexic, and both groups reacted more quickly to words than to visuals.
Furthermore, RTs were faster for items learned earlier than those learned later. RTs were not substantially impacted by gender. These results underline the significance of taking dyslexia and AoA into account while processing language and corroborate earlier studies. Future studies should examine the gender variations in dyslexia and how they affect language learning.