Implicit learning in children with spelling disability: evidence from artificial grammar learning.

摘要: The development of reading and spelling skills seems to be influenced by both explicit implicit learning processes. aim this study was investigate whether children with difficulties show a deficit in the frequent letter chunks. This done comparing performance good poor on an artificial grammar task. results that have recognizing previously presented strings. Moreover, they impaired chunks, particularly strings can processed phonologically. Comparing children’s chance revealed spellers demonstrated some learning, but significant group difference showed less efficient as compared spellers. These findings support idea deficits play role literacy skills.