SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia
16 references·1 citing·48 second hop
Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia (2018)Sequential Implicit Learning Ability Pred…The procedural learning deficit hypothesis of language learning disorders: we see some problems (2017)The procedural learning defic…The Nature of Developmental Dyslexia in a Transparent Orthography (2017)The Nature of Developmental D…Statistical learning and dyslexia: a systematic review (2016)Statistical learning and dysl…Responsiveness to Intervention in Children with Dyslexia (2016)Responsiveness to Interventio…A sequence learning impairment in dyslexia? It depends on the task (2016)A sequence learning impairmen…Sequence‐specific procedural learning deficits in children with specific language impairment (2014)Sequence‐specific procedural …Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies (2013)Procedural learning is impair…Impaired implicit sequence learning in children with developmental dyslexia (2013)Impaired implicit sequence le…Enhanced Recognition Memory after Incidental Encoding in Children with Developmental Dyslexia (2013)Enhanced Recognition Memory a…Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities (2011)Rapid Automatized Naming (RAN…Procedural learning and dyslexia (2010)Procedural learning and dysle…Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing (2010)Dyslexic children show defici…Dyslexics are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning (2005)Dyslexics are impaired on imp…Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Phonemic Awareness Instructio…DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)DRC: A dual route cascaded mo…Manual for Raven's progressive matrices and vocabulary scales (1998)Manual for Raven's progressiv…Responsiveness to a game‐based intervention to enhance reading efficiency in first graders (2021)Responsiveness to a game‐base…An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)A distributed, developmental model of word recognition and naming. (1989)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)Perception and Communication (2016)Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018)Measuring inconsistency in meta-analyses (2003)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Impaired Statistical Learning in Developmental Dyslexia (2015)Neurobiological Basis of Language Learning Difficulties (2016)The Neurocognition of Developmental Disorders of Language (2019)The role of deliberate practice in the acquisition of expert performance. (1993)Learning Styles and Pedagogy in post-16 learning: a systematic and critical review (2004)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Possible roles for fronto-striatal circuits in reading disorder (2016)Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2017)Development of Dyslexia: The Delayed Neural Commitment Framework (2019)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis (2005)Nonword repetition and word learning: The nature of the relationship (2006)Statistical Learning in Specific Language Impairment and Autism Spectrum Disorder: A Meta-Analysis (2016)Statistical word learning in children with autism spectrum disorder and specific language impairment (2017)Wechsler Abbreviated Scale of Intelligence (1999)Wechsler Adult Intelligence Scale-III (2001)Implicit sequence learning in deaf children with cochlear implants (2010)Cerebellar Function in Developmental Dyslexia (2012)Toward a theory of automatic information processing in reading (1974)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Foundation literacy acquisition in European orthographies (2003)Rapid automatized naming and reading performance: A meta-analysis. (2014)Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018)Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children (2019)The double-deficit hypothesis for the developmental dyslexias. (1999)A definition of dyslexia (2003)Reading and the Neurocognitive Bases of Statistical Learning (2018)Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts (2020)Handbook of reading research (1991)Preventing Reading Difficulties in Young Children (1998)Learning to Read Words: Theory, Findings, and Issues (2005)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Power failure: why small sample size undermines the reliability of neuroscience (2013)Trends in Language Acquisition Research (2013)Wechsler Abbreviated Scale of Intelligence (2014)Do current statistical learning tasks capture stable individual differences in children? An investigation of task reliability across modality (2019)What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test. (1990)Hard evidence on soft skills (2012)Is working memory training effective? A meta-analytic review. (2012)
this work references cited by second hop

References

  • 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.4,500 cited
  • 1998Manual for Raven's progressive matrices and vocabulary scales4,173 cited
  • 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,631 cited
  • 2011Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities877 cited
  • 2013Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies219 cited
  • 2005Dyslexics are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning210 cited
  • 2014Sequence‐specific procedural learning deficits in children with specific language impairment191 cited
  • 2017The procedural learning deficit hypothesis of language learning disorders: we see some problems135 cited
  • 2010Procedural learning and dyslexia106 cited
  • 2010Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing93 cited
  • 2016Statistical learning and dyslexia: a systematic review91 cited
  • 2013Impaired implicit sequence learning in children with developmental dyslexia73 cited
  • 2013Enhanced Recognition Memory after Incidental Encoding in Children with Developmental Dyslexia48 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2016
A sequence learning impairment in dyslexia? It depends on the task
43 cited
  • 2016Responsiveness to Intervention in Children with Dyslexia41 cited
  • 2017The Nature of Developmental Dyslexia in a Transparent Orthography36 cited
  • Cited by

    • 2021Responsiveness to a game‐based intervention to enhance reading efficiency in first graders21 cited