Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning

Abstract

The exact relationship between implicit sequence learning and developmental dyslexia continues to be a topic of debate, limiting potential advancements in educational interventions. This chapter delves into exploring this relationship by analysing recent studies that have investigated implicit learning using the artificial grammar learning paradigm (AGL) in children with dyslexia. The implications, drawbacks, and future possibilities identified in this context are discussed. Ultimately, valuable insights are extracted from the body of literature on implicit artificial grammar learning, suggesting that incorporating implicit learning methods in educational settings might hold significant and relevant promise for enhancing reading abilities. This questions the conventional notion that dyslexia interventions should solely rely on explicit instructional methods, and instead reinforces the concept of a cooperative strategy towards instructional approaches.