Implicit learning processes of compensated dyslexic and skilled adult readers

This article presents preliminary results from two implicit learning tasks (linguistic and nonlinguistic) aimed at ascertaining whether or not compensated adult dyslexic readers have a deficit in implicit learning. The dyslexic readers and a control group were compared on measures of accuracy and reaction time. In addition, EEG measures were obtained. Initial results suggest that dyslexic readers do in fact have a deficit in implicit learning, evidenced by differences in accuracy and the P300 component, and that this deficit is more pronounced when the task at hand is linguistic.