Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning

Autor/inn/en	Samara, Anna; Caravolas, Markéta
Titel	Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning
Quelle	In: Scientific Studies of Reading, 21 (2017) 1, S.76-97 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1262865
Schlagwörter	Adults; Dyslexia; Orthographic Symbols; Memorization; Comparative Analysis; Grammar; Reading Skills; Achievement Tests; Intelligence Tests; Phonemes; Naming; College Students; Wide Range Achievement Test; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Gedächtnistraining; Grammatik; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Fonem; Collegestudent
Abstract	Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real orthographies. We also investigated whether implicit learning deficits in dyslexia held for letter strings (Experiment 1) and symbol strings (Experiment 2). Experiment 1 results indicated that dyslexic adults were mildly impaired in memorizing letter strings, although this finding proved inconclusive in a more stringent analysis of the data across experiments. There were no signs of difficulty during symbol string memorization in Experiment 2. In each experiment, dyslexic and nondyslexic readers were comparably sensitive to chunk frequencies and showed reliable sensitivity to letter and shape position patterns and string similarities. These findings challenge the claim that a general learning deficit contributes to literacy difficulties in dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01