A sequence learning impairment in dyslexia? It depends on the task.
Sequence-learning deficits in dyslexia vanish when the task is light, so start with easy sequences and ramp up.
01Research in Context
What this study did
Laposa et al. (2017) asked adults with dyslexia to learn two kinds of hidden sequences.
One task was a simple reaction-time game. The other was a harder repeating-list game.
They wanted to see if dyslexia always hurts sequence learning or only when the task is tough.
What they found
On the easy game, dyslexic adults learned the sequence just as well as peers.
On the hard list game, their learning was spotty.
The authors say the problem is task load, not a broken sequence chip.
How this fits with other research
Vandermosten et al. (2011) saw a different split: kids with dyslexia failed rapid sound tasks but passed slow ones.
Both studies show dyslexia looks worse when you add time pressure or memory load.
Sengottuvel et al. (2013) found kids with language impairment struggle on grammar that taps sequencing, matching the hard-task weakness seen here.
Whitehouse et al. (2014) saw flat learning curves in cerebral palsy, reminding us that flat performance can hide real learning if the task is too heavy.
Why it matters
Before you write “poor sequential learner” in a report, check how hard your task is. Use short, predictable sequences first. If the client masters those, raise the load slowly. This keeps you from mistaking task difficulty for skill deficit.
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02At a glance
03Original abstract
Language acquisition is argued to be dependent upon an individuals' sensitivity to serial-order regularities in the environment (sequential learning), and impairments in reading and spelling in dyslexia have recently been attributed to a deficit in sequential learning. The present study examined the learning and consolidation of sequential knowledge in 30 adults with dyslexia and 29 typical adults matched on age and nonverbal ability using two tasks previously reported to be sensitive to a sequence learning deficit. Both groups showed evidence of sequential learning and consolidation on a serial response time (SRT) task (i.e., faster and more accurate responses to sequenced spatial locations than randomly ordered spatial locations during training that persisted one week later). Whilst typical adults showed evidence of sequential learning on a Hebb repetition task (i.e., more accurate serial recall of repetitive sequences of nonwords versus randomly ordered sequences), adults with dyslexia showed initial advantages for repetitive versus randomly ordered sequences in the first half of training trials, but this effect disappeared in the second half of trials. This Hebb repetition effect was positively correlated with spelling in the dyslexic group; however, there was no correlation between sequential learning on the two tasks, placing doubt over whether sequential learning in different modalities represents a single capacity. These data suggest that sequential learning difficulties in adults with dyslexia are not ubiquitous, and when present may be a consequence of task demands rather than sequence learning per se.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2016.11.002