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 language | English |
|---|---|
| Pages (from-to) | 77-88 |
| Number of pages | 12 |
| Journal | Scientific Studies of Reading |
| Volume | 23 |
| Issue number | 1 |
| Early online date | 10 Jul 2018 |
| DOIs | |
| Publication status | Published - 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.