This paper is the result of research about the influence of implicit learning on dyslexia. In a artificial-grammar-learning-experiment grade school children were tested to measure the influence of implicitly acquired knowledge on the classification of bi-and trigrams in an orthographic setting.
This study could not show a significant difference between dyslexic and non-dyslexic children in their implicit learning ability.
Klein, Kristina Isabella (135802555): Zur Bedeutung von orthographischen Fragmentwissen für die Lese- und Rechtschreibstörung. : Philipps-Universität Marburg 2008-07-16. DOI: https://doi.org/10.17192/z2008.0543.
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