This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.

中文翻译：

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诵读困难的儿童中保留了隐式序列学习。

这项研究调查使用人工语法学习任务并延长暴露时间的阅读障碍儿童的隐式序列学习能力。二十名患有发育性阅读障碍的儿童参加了研究，并与两个对照组配对-一个与年龄相匹配，另一个与阅读技能相匹配。在3天之内，所有参与者都执行了一项习得任务，使他们接触到具有基本语法结构的彩色几何形式序列。在获取任务之后的最后一天，对参与者进行了语法分类任务的测试。有阅读障碍的儿童以及两个对照组都存在隐式序列学习，并且两组之间均未观察到差异。