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Advisor(s)
Abstract(s)
This study investigates the implicit sequence learning abilities of dyslexic children using
an artificial grammar learning task and an extended exposure period. Twenty children
with developmental dyslexia participated in the study and were matched with two
control groups—one matched for age and the second for reading skills. During 3 days, all
participants performed an acquisition task in which they were exposed to sequences of
colored geometrical forms with an underlying grammatical structure. On the last day,
after the acquisition task, participants were tested in a grammaticality classification
task. Sequence learning was present in dyslexic children, as well as in both control
groups, and no differences between groups were observed. These results suggest that
implicit learning deficits cannot explain the characteristic reading difficulties of the
dyslexics.