Dyslexia-related impairments in sequence learning predict linguistic abilities

Correlation Between Some Cognitive Processes and Reading Disability in Middle Childhood, Late Childhood and Early Adolescence

“…They show unexpected difficulties in reading tasks if compared with their cognitive skills, age, intelligence, and level of education [3]. Dyslexia is characterized by word recognition and spelling deficits and recent research has also underscored that individuals with dyslexia, as opposed to control readers, exhibit difficulties in performing sequential procedural tasks and learning from feedback [4,5]. Over the years, evidence for difficulties among dyslexic readers in several systems relevant to reading has been accumulated.…”

“…Over the years, evidence for difficulties among dyslexic readers in several systems relevant to reading has been accumulated. A wealth of studies suggests that the main source of their word decoding deficit lies in difficulties with the phonological system, which is responsible for the use of information of the sound structure of language for processing written and spoken language [4,5]. Much research on dyslexia demonstrated that it involves multiple cognitive-linguistic deficits; the majority of these studies focused on phonological processing, including phonological awareness, rapid automatized naming, and verbal short-term memory in most languages tested [6].…”