The procedural deficit hypothesis of language learning disorders: We still see some serious problems

Abstract

West et al. (2018) examined the relationship between implicit learning and reading and language attainment in 7- to 8-year-old children. The implicit learning tasks had poor reliability and did not correlate with language or reading skills. These findings raise problems for the claim that Developmental Language Disorder (DLD) and Dyslexia are caused (at least in part) by a deficit in procedural learning (the Procedural Deficit Hypothesis (PDH)). This article is protected by copyright. All rights reserved.