Statistical Learning Is Related to Reading Ability in Children and Adults

Joanne Arciuli · Ian Craig Simpson

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Reading and Literacy Development Language Development and Disorders Neurobiology of Language and Bilingualism

Abstract

There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range Achievement Test (WRAT-4; Wilkinson & Robertson, 2006). A total of 38 typically developing children (mean age of 9;5 years, range 6;4-12;5) and 37 healthy adults (mean age of 21 years, range 18-34) were assessed. In children, SL was significantly related to reading ability. Importantly, this relationship was independent of grade and also age. The adult data, too, revealed that SL was significantly related to reading ability. A regression analysis of the combined child and adult data revealed that SL accounted for a unique amount of variance in reading ability, after age and attention had been taken into consideration. For the first time, this study provides empirical evidence that a capacity for more effective SL is related to higher reading ability in the general population.

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References

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2015Statistical learning of language: Theory, validity, and predictions of a statistical learning account of language acquisition 2016Towards a theory of individual differences in statistical learning 2015Individual Differences in Statistical Learning Predict Children's Comprehension of Syntax 2015Impaired Statistical Learning in Developmental Dyslexia 2016Statistical Learning in Specific Language Impairment and Autism Spectrum Disorder: A Meta-Analysis

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