Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype.

In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielded better performance on PO learning, while context LA was better for semantic learning. These results indicate that (a) children with S-RCDs have a unique learning profile that is dissociable from DYS and TD and (b) reading impairments are not static but rather influence acquisition of reading skill in different ways, depending on reading profile.
PMID: 31354088 [PubMed - as supplied by publisher]

Source: Journal of Learning Disabilities - July 28, 2019 Category: Disability Authors: Saha NM, Del Tufo SN, Cutting LE Tags: J Learn Disabil Source Type: research