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Related Experiment Video

Updated: Jul 13, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Unimpaired implicit learning in children with developmental dyslexia.

Steven Roodenrys¹, Naomi Dunn

¹Department of Psychology, University of Wollongong, Wollongong, NSW, Australia. steven_roodenrys@uow.edu.au

Dyslexia (Chichester, England)

|July 13, 2007

Summary

Children with developmental dyslexia show normal implicit learning abilities, despite deficits in other areas. This suggests distinct learning systems, with implicit learning unimpaired in dyslexia.

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Area of Science:

Cognitive Psychology
Developmental Neuroscience
Educational Psychology

Background:

Children with dyslexia often exhibit motor, cognitive, and sensory deficits.
Previous research on implicit learning in dyslexia yielded conflicting results.

Purpose of the Study:

To investigate implicit learning abilities in children with developmental dyslexia.
To utilize a novel cued reaction time task for this assessment.

Main Methods:

A cued reaction time task was administered to 23 children with developmental dyslexia and 37 typically developing children (ages 8-10).
Response times were analyzed to assess learning across groups.

Main Results:

Dyslexic children demonstrated the same level of implicit learning as their typically developing peers.
While overall response times were slower in dyslexic children, their implicit learning mechanism remained intact.

Conclusions:

Implicit learning appears to be unimpaired in individuals with developmental dyslexia.
Findings support the existence of separate learning systems: one for explicit tasks (like reading) and another for implicit learning.