Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies

Jarrad A G Lum, Michael T. Ullman, Gina Conti-Ramsden

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A number of studies have investigated procedural learning in dyslexia using serial reaction time (SRT) tasks. Overall, the results have been mixed, with evidence of both impaired and intact learning reported. We undertook a systematic search of studies that examined procedural learning using SRT tasks, and synthesized the data using meta-analysis. A total of 14 studies were identified, representing data from 314 individuals with dyslexia and 317 typically developing control participants. The results indicate that, on average, individuals with dyslexia have worse procedural learning abilities than controls, as indexed by sequence learning on the SRT task. The average weighted standardized mean difference (the effect size) was found to be 0.449 (CI95: .204, .693), and was significant (p
    Original languageEnglish
    Pages (from-to)3460-3476
    Number of pages16
    JournalResearch in developmental disabilities
    Volume34
    Issue number10
    DOIs
    Publication statusPublished - 2013

    Keywords

    • Dyslexia
    • Implicit learning
    • Meta-analysis
    • Procedural learning
    • Serial reaction time
    • Systematic review

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