NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1254281
Record Type: Journal
Publication Date: 2020-Jun
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Visual Statistical Learning in Children with and without DLD and Its Relation to Literacy in Children with DLD
Lammertink, Imme; Boersma, Paul; Rispens, Judith; Wijnen, Frank
Reading and Writing: An Interdisciplinary Journal, v33 n6 p1557-1589 Jun 2020
Visual statistical learning (VSL) has been proposed to underlie literacy development in typically developing (TD) children. A deficit in VSL may thus contribute to the observed problems with written language in children with dyslexia. Interestingly, although many children with developmental language disorder (DLD) exhibit problems with written language similar to those seen in children with dyslexia, few studies investigated the presence of a VSL deficit in DLD, and we know very little about the relation between VSL and literacy in this group of children. After testing 36 primary-school-aged children (ages 7;8-10;4) with DLD and their TD peers on a self-paced VSL task, two reading tasks and a spelling task, we find no evidence for or against a VSL deficit in DLD, nor for associations between VSL and literacy in DLD. We discuss the implications for our understanding of language (and literacy) difficulties in children with DLD.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A