Abstract:Children with developmental disorders of reading are argued to have procedural learning deficits, such as incompetency to learn sequences. However, the evidence is weak. Learning in procedural system undergoes at least two well-known phases, initial acquisition and later offline consolidation. And, offline sequence learning is less studied in children with reading difficulties. In the present study, we present data on initial and later learning rates of implicit sequences in a group of children with (n=22) and… Show more
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