This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59) and 1 on children (N = 57), no empirical evidence was obtained for impaired Hebb learning in dyslexics, whether the same data-analytical procedure as Szmalec et al. was used or whether some methodological improvements were applied (e.g., using a more sensitive index of Hebb learning, and equating groups on filler performance with state trace analysis). In an additional state trace analysis, aggregating data over participants, it was shown that performance on the repeated Hebb sequences was almost perfectly predictable from performance on the nonrepeated sequences (fillers). The implications of these findings are outlined for the current discussion on the mechanisms for encoding immediate serial recall and long-term sequence learning and for computational models attempting to simulate these mechanisms.

Dyslexic children do not suffer from a specific implicit sequence learning deficit. The slower RTs of the dyslexic children throughout the entire implicit sequence learning process are caused by their comorbid attention problems and overall slowness. A key finding of the present study is that, in contrast to what was assumed for a long time, implicit learning relies on attentional resources, perhaps even more than explicit learning does. (PsycINFO Database Record

In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's self-teaching paradigm. A total of 65 disabled Dutch readers were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod), with or without the support of text-to-speech software. The amount of orthographic learning was assessed 3 or 7 days later by three measures of orthographic learning. First, the results supported the presence of orthographic learning during independent silent reading by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than their homophone foils. Our results support the hypothesis that all readers, even poor readers of transparent orthographies, are capable of developing word-specific knowledge. Second, a negative effect of text-to-speech software on orthographic learning was demonstrated in this study. This negative effect was interpreted as the consequence of passively listening to the auditory presentation of the text. We clarify how these results can be interpreted within current theoretical accounts of orthographic learning and briefly discuss implications for remedial interventions.

In this study, the effects of grade retention on school performance (mathematics) and psychosocial well-being are analyzed based on a large existing dataset that has already given rise to several publications. What is new in our study is that the data are analyzed for all years of grade retention and that different methods are used for which we thoroughly check the assumptions and if possible, test them. To improve analytical robustness, the effects of grade retention were investigated using different analysis techniques: latent growth models (LGM), cross-lagged panel models (CLPM), marginal structural models (MSM) and Sequential Conditional Mean Models (SCMM). Across the different methods, it appears that grade retention has a substantial and long-term positive effect on mathematics performance and well-being. The more the methods keep selection-bias and other forms of bias under control, the larger the estimates of the effects. Methods that make full use of longitudinal data are the least bias-sensitive. Finally, the size of the individual effects appears to depend exclusively on the intelligence of the pupil and on the ratio of grade repeaters in the school.