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Updated: Jun 27, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Implicit learning in control, dyslexic, and garden-variety poor readers.

Catherine J Stoodley¹, Nicola J Ray, Anthea Jack

¹Department of Physiology, Anatomy and Genetics, University of Oxford, Oxford, UK. cstoodley@partners.org

Annals of the New York Academy of Sciences

|December 17, 2008

Summary

Children with developmental dyslexia show deficits in implicit motor learning, unlike typical readers and non-dyslexic poor readers. This suggests implicit learning impairments may contribute to difficulties in acquiring reading skills.

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Area of Science:

Neuroscience
Developmental Psychology
Cognitive Science

Background:

Developmental dyslexia is characterized by difficulties in literacy acquisition despite adequate education and intelligence.
Impaired implicit learning is a potential factor contributing to reading acquisition challenges in dyslexia.

Purpose of the Study:

To investigate implicit motor learning deficits in children with developmental dyslexia.
To compare implicit learning in dyslexic children with age-matched controls and non-dyslexic poor readers.

Main Methods:

A serial reaction time task (SRTT) was administered to 45 dyslexic children, 44 controls, and 20 non-dyslexic poor readers.
Performance accuracy and response times during random and sequenced trials were analyzed to assess implicit learning.

Main Results:

No significant differences in performance accuracy were observed across the three groups.
Controls and non-dyslexic poor readers demonstrated significant implicit learning, unlike the dyslexic group.
Non-dyslexic poor readers effectively utilized sequence cues, similar to controls.

Conclusions:

Children with developmental dyslexia exhibit deficits in implicit motor learning.
These findings suggest implicit motor learning impairments may underlie reading difficulties in dyslexia.
Differences in knowledge acquisition strategies may distinguish dyslexic children from non-dyslexic poor readers, impacting remediation.