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