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Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia. / Kleij, Sanne W. van der; Groen, Margriet A.; Segers, Eliane et al.
In: Scientific Studies of Reading, Vol. 23, No. 1, 2019, p. 77-88.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kleij, SWVD, Groen, MA, Segers, E & Verhoeven, L 2019, 'Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia', Scientific Studies of Reading, vol. 23, no. 1, pp. 77-88. https://doi.org/10.1080/10888438.2018.1491582

APA

Kleij, S. W. V. D., Groen, M. A., Segers, E., & Verhoeven, L. (2019). Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia. Scientific Studies of Reading, 23(1), 77-88. https://doi.org/10.1080/10888438.2018.1491582

Vancouver

Kleij SWVD, Groen MA, Segers E, Verhoeven L. Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia. Scientific Studies of Reading. 2019;23(1):77-88. Epub 2018 Jul 10. doi: 10.1080/10888438.2018.1491582

Author

Kleij, Sanne W. van der ; Groen, Margriet A. ; Segers, Eliane et al. / Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia. In: Scientific Studies of Reading. 2019 ; Vol. 23, No. 1. pp. 77-88.

Bibtex

@article{96dd3687c9af427f9b6737a88b806e99,
title = "Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia",
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. ",
author = "Kleij, {Sanne W. van der} and Groen, {Margriet A.} and Eliane Segers and Ludo Verhoeven",
year = "2019",
doi = "10.1080/10888438.2018.1491582",
language = "English",
volume = "23",
pages = "77--88",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia

AU - Kleij, Sanne W. van der

AU - Groen, Margriet A.

AU - Segers, Eliane

AU - Verhoeven, Ludo

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

U2 - 10.1080/10888438.2018.1491582

DO - 10.1080/10888438.2018.1491582

M3 - Journal article

VL - 23

SP - 77

EP - 88

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 1

ER -