Developmental Dyslexia and implicit learning: Evidence from an AGL transfer study

AbstractImplicit learning was explored in typical and developmental dyslexic children using the AGL paradigm (Reber, 1967). Two experiments were conducted; Experiment 1: non-transfer condition and Experiment 2: transfer condition. Typical children showed intact implicit learning under both conditions and transfer of knowledge. Children with developmental dyslexia on the other hand, were found impaired under both experimental conditions. It is argued that dyslexic children may face problems with implicit abstraction. The educational implications of the current results are discussed in relation to the prevalent teaching strategies in developmental dyslexia