Sequential implicit learning ability predicts growth in reading skills in typical readers and children with dyslexia

Sanne Van Der Kleij, Margriet Groen, Eliane Segers, Ludo Verhoeven

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but not spatial, learning predicted growth in reading skills in children with and without dyslexia. Sequential implicit learning was also related to growth in pseudoword reading skills during an intervention in children with dyslexia, retrospectively. Furthermore, children with dyslexia had longer reaction times in general but did not differ from typical readers in how well or how quickly they learned either on an implicit learning task or in their overnight consolidation.

Original languageEnglish
Pages (from-to)77-88
Number of pages12
JournalScientific Studies of Reading
Volume23
Issue number1
Early online date10 Jul 2018
DOIs
Publication statusPublished - 2 Jan 2019

Bibliographical note

Published with license by Taylor & Francis Group, LLC © 2018 [Sanne W. van der Kleij, Margriet A. Groen, Eliane Segers, and Ludo Verhoeven]
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0),
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the
named author(s) have been asserted.

Fingerprint Dive into the research topics of 'Sequential implicit learning ability predicts growth in reading skills in typical readers and children with dyslexia'. Together they form a unique fingerprint.

Cite this