ERIC Number: EJ1449631
Record Type: Journal
Publication Date: 2024-Dec
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0023-8333
EISSN: EISSN-1467-9922
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
Marta Wójcik; Joanna Beck; Katarzyna Chyl; Agnieszka Dynak; Gabriela Dziegiel-Fivet; Magdalena Luniewska; Anna Grabowska; Katarzyna Jednoróg; Agnieszka Debska
Language Learning, v74 n4 p985-1025 2024
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between-group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.
Descriptors: Students with Disabilities, Dyslexia, Literacy, Learning, Reaction Time, Timed Tests, Comparative Testing, Spelling, Reading Failure, Brain Hemisphere Functions
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/qzx95/