Mateus-Moreno Angélica, Lara-Diaz Maria Fernanda, Adrover-Roig Daniel, Aguilar-Mediavilla Eva, Jiménez-Fernández Gracia
Institute for Educational Research and Innovation, Universitat de Les Illes Balears, Cta. Valldemossa, Km. 7.5 07122, Palma, Spain.
Department of Human Communication, Universidad Nacional de Colombia, Bogotá, Colombia.
Ann Dyslexia. 2025 Apr;75(1):179-197. doi: 10.1007/s11881-024-00321-y. Epub 2025 Jan 13.
Recent research suggests that performance on Statistical Learning (SL) tasks may be lower in children with dyslexia in deep orthographies such as English. However, it is debated whether the observed difficulties may vary depending on the modality and stimulus of the task, opening a broad discussion about whether SL is a domain-general or domain-specific construct. Besides, little is known about SL in children with dyslexia who learn transparent orthographies, where the transparency of grapheme-phoneme correspondences might reduce the reliance on implicit learning processes. The present study investigates the impact of SL in Spanish, a transparent orthography, among 50 children aged 9 to 12 years, with and without dyslexia. For this purpose, we used four SL tasks to evaluate two modalities (auditory/visual) and two stimulus type (verbal/nonverbal) and evaluated both accuracy and response times on each condition. The findings reveal that children with dyslexia in Spanish exhibit lower performance on SL tasks (accuracy) compared to the control group, regardless of the modality and stimulus type used. However, children with dyslexia struggle the most with tasks that involve visual material. This indicates that children with dyslexia in transparent orthographies have particular difficulties in extracting distributional probabilistic information in the absence of explicit learning instructions. Notably, difficulties were more pronounced in visual tasks involving verbal stimuli. The present results help to better understand the underlying mechanisms involved in reading acquisition in children with dyslexia.
最近的研究表明，在英语等深层正字法的阅读障碍儿童中，统计学习（SL）任务的表现可能较低。然而，观察到的困难是否会因任务的模态和刺激而有所不同仍存在争议，这引发了关于SL是一种领域通用还是领域特定结构的广泛讨论。此外，对于学习透明正字法的阅读障碍儿童的统计学习情况知之甚少，在这种正字法中，音素对应关系的透明度可能会减少对隐性学习过程的依赖。本研究调查了西班牙语（一种透明正字法）的统计学习对50名9至12岁有和没有阅读障碍的儿童的影响。为此，我们使用了四项统计学习任务来评估两种模态（听觉/视觉）和两种刺激类型（言语/非言语），并在每种条件下评估准确性和反应时间。研究结果表明，与对照组相比，患有西班牙语阅读障碍的儿童在统计学习任务（准确性）上的表现较低，无论使用何种模态和刺激类型。然而，患有阅读障碍的儿童在涉及视觉材料的任务中挣扎得最厉害。这表明，在没有明确学习指导的情况下，使用透明正字法的阅读障碍儿童在提取分布概率信息方面存在特殊困难。值得注意的是，在涉及言语刺激的视觉任务中，困难更为明显。目前的结果有助于更好地理解阅读障碍儿童阅读习得过程中的潜在机制。
