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van der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2019
This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Reading Instruction