Specific procedural learning difficulties as a possible explanation of dyslexia

Aim. To validate specific procedural learning difficulties (SPLD) hypothesis on a sample of Czech individuals with dyslexia via two quazi-experimental learning situations which lead to proceduralisation of knowledge. Sample. Adolescents (aged 12-18) with dyslexia (n(1) = 24, n(2) = 25) and adolescents without dyslexia (n(1) = 2, n(2) = 21); adults with dyslexia (n(1) = 13, n(2) = 13) and adults without dyslexia (n(1) = 36, n(2) = 37). Hypothesis. Individuals with dyslexia will show lower ability to process language-based knowledge within procedural learning system, compared to intact population. Statistical analysis. Data were analysed in two separate groups 1) adolescents, 2) adults, by permutation test and bootstrapping method with 5,000 repetitions. Results. In the first learning situation (artificial grammar learning), adolescents with dyslexia showed significantly higher number of mistakes while their working speed was similar to the controls. Adults with dyslexia showed a similar number of mistakes as the controls but their working speed was significantly lower. In the second learning situation (a variation of the Stroop test), the participants showed a different pattern of learning from the presumed one. Limitations. A small sample, random choice of respondents, use of new research methods. The individuals with dyslexia were not individually assessed. They were involved into the sample on their results of previous assessments.