Our research team has recently published a study in Annals of Dyslexia investigating how children with dyslexia process statistical learning (SL) in transparent orthographies, such as Spanish. SL, the ability to detect patterns and regularities in the environment, is a critical skill for reading development.
The study examined the performance of 50 colombian children aged 9–12 years, both with and without dyslexia, across four SL tasks. These tasks combined two sensory modalities (auditory and visual) with two types of stimuli (verbal and non-verbal), measuring accuracy and response times.
The findings revealed that children with dyslexia showed lower SL performance compared to their peers without dyslexia, regardless of modality or stimulus type. However, their difficulties were particularly pronounced in tasks involving visual materials, especially those with verbal content.
Media coverage
Universidad Nacional de Colombia (in Spanish)
Reference
Mateus-Moreno, A., Lara-Diaz, M. F., Adrover-Roig, D., Aguilar-Mediavilla, E., & Jiménez-Fernández, G. (2025). Impaired visual and verbal statistical learning in children with dyslexia in a transparent orthography. Annals of Dyslexia. https://doi.org/10.1007/s11881-024-00321-y