The procedural deficit hypothesis claims that impaired procedural learning is at least partly responsible for the deficits in learning to read seen in children with developmental dyslexia. This study used a reading ability‐matched design to examine group differences in both procedural and declarative learning. Both children with dyslexia and typically developing children demonstrated procedural learning on a serial reaction time task, although learning in the typically developing group increased at a greater rate towards the end of the task compared with children with dyslexia. However, these results do not provide strong evidence for the procedural deficit hypothesis, because poorer procedural learning in the group with dyslexia may reflect impairments in motor learning, rather than sequence specific procedural learning. In addition, neither group showed a relationship between procedural learning and reading ability.

中文翻译：

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阅读障碍的程序和陈述式学习

程序缺陷假说声称，程序性学习障碍至少是造成发展性阅读障碍儿童学习阅读障碍的部分原因。这项研究使用了一种与阅读能力相匹配的设计来检验程序学习和陈述学习中的小组差异。患有阅读障碍的儿童和通常发育不良的儿童都表现出对一系列反应时间任务的程序性学习，尽管与患有阅读障碍的儿童相比，典型发育阶段的儿童在任务结束时以更大的速度增长。但是，这些结果并不能为程序缺陷假说提供有力的证据，因为阅读障碍患者中较差的程序学习可能反映了运动学习的障碍，而不是序列特定的程序学习。此外，