Implicit learning and reading: insights from typical children and children with developmental dyslexia using the artificial grammar learning (AGL) paradigm.

Abstract

We examined implicit learning in school-aged children with and without developmental dyslexia based on the proposal that implicit learning plays a significant role in mastering fluent reading. We ran two experiments with 16 typically developing children (9 to 11-years-old) and 16 age-matched children with developmental dyslexia using the artificial grammar learning (AGL) paradigm. In Experiment 1 (non-transfer task), children were trained on stimuli that followed patterns (rules) unknown to them. Subsequently, they were asked to decide from a novel set which stimuli follow the same rules (grammaticality judgments). In Experiment 2 (transfer task), training and testing stimuli differed in their superficial characteristics but followed the same rules. Again, children were asked to make grammaticality judgments. Our findings expand upon previous research by showing that children with developmental dyslexia show difficulties in implicit learning that are most likely specific to higher-order rule-like learning. These findings are discussed in relation to current theories of developmental dyslexia and of implicit learning.