Literaturnachweis - Detailanzeige
| Autor/inn/en | van der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo |
|---|---|
| Titel | Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia |
| Quelle | In: Scientific Studies of Reading, 23 (2019) 1, S.77-88 (12 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (van der Kleij, Sanne W.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2018.1491582 |
| Schlagwörter | Cognitive Ability; Predictor Variables; Reading Skills; Reading Instruction; Children; Dyslexia; Grade 5; Elementary School Students; Foreign Countries; Intervention; Reaction Time; Accuracy; Grade 6; Correlation; Netherlands |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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