ArticleDyslexia (Chichester, England)2021
The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia.
Article in Dyslexia (Chichester, England), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Procedural or declarative deficit in adults with developmental dyslexia? A study of Artificial grammar learning.PloS one · 2026Article
- Statistical learning in spelling and reading.Trends in cognitive sciences · 2025Review
- Impaired visual and verbal statistical learning in children with Dyslexia in a transparent orthography.Annals of dyslexia · 2025Article
- Semantic and Syntactic Predictions in Reading Aloud: Are Good Predictors Good Statistical Learners?Journal of cognition · 2024Article
- Intact procedural memory and impaired auditory statistical learning in adults with dyslexia.Neuropsychologia · 2023Article
- The reliability of the serial reaction time task: meta-analysis of test-retest correlations.Royal Society open science · 2023Article
- The Role of Visual Factors in Dyslexia.Journal of cognition · 2023Article
- Working memory capacity and text comprehension performance in children with dyslexia and dyscalculia: a pilot study.Frontiers in psychology · 2023Article
- Article
- Statistical learning in children with a family risk of dyslexia.Dyslexia (Chichester, England) · 2022Article
- Visual Implicit Learning Abilities in Infants at Familial Risk for Language and Learning Impairments.International journal of environmental research and public health · 2022Article
- Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences.Brain sciences · 2022Article
- The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia.Dyslexia (Chichester, England) · 2021Article
- Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies.Frontiers in human neuroscience · 2021Review
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non-verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short-term memory). A 100 Dutch-speaking 8- to 11-year-old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant-level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.
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