The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia

Keyphrases

• Statistical Learning 100%
• Dyslexia 100%
• Reading Performance 100%
• Spelling Performance 100%
• Clinical Significance 40%
• Statistical Literacy 40%
• Dutch 20%
• Older children 20%
• Learning Task 20%
• Learnability 20%
• Literacy 20%
• Readability 20%
• Learning Achievement 20%
• Methodological Differences 20%
• Literacy Skills 20%
• Serial Reaction Time 20%
• Attention Ability 20%
• Rapid Automatized Naming 20%
• Spelling Ability 20%
• Verbal Reasoning 20%
• Reasoning Ability 20%
• Phonological Memory 20%
• Visual Statistical Learning 20%
• Phonological Skills 20%
• Learning Skills 20%
• Literacy Attainment 20%
• Difference Approach 20%

Psychology

• Individual Differences 100%
• Dyslexia 100%
• Nonverbal Reasoning 33%
• Serial Learning 33%
• Phonological Short-Term Memory 33%