“…Two subcomponents are argued to contribute to this initial-a 'generalized skill learning' which is the proficiency in executing the RT task by successfully mapping the stimulus to response key locations and 'sequence specific learning' which is the knowledge about the order in which the stimulus location occurs (Ferraro, Balota, & Connor, 1993;Knopman & Nissen, 1991). Of few studies we reviewed that focused on this initial phase of procedural learning in children with DD using SRT task, some showed impaired learning in children with DD compared to typical readers (Gabay, Schiff, & Vakil, 2012); (Howard, Howard, Japikse, & Eden, 2006;Jiménez-Fernández, Vaquero, Jiménez, & Defior, 2011;Stoodley, Harrison, & Stein, 2006;Stoodley, Ray, Jack, & Stein, 2008;Vicari, Marotta, Menghini, Molinari, & Petrosini, 2003) while others did not show group differences (Deroost et al, 2010;Hedenius et al, 2013;Kelly, Griffiths, & Frith, 2002;Rüsseler, Gerth, & Münte, 2006;van Witteloostuijn, Boersma, Wijnen, & Rispens, 2017). A meta-analysis of data from 14 studies that used SRT showed that children with DD have affected procedural learning ).On the other hand, a meta-analysis that controlled for publication bias showed that the effect size may be zero between children with and without DD on implicit sequence learning (van Witteloostuijn et al, 2017).…”