Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography
This study of sixty-five Norwegian school children (M = 10.3 years) found that performance on an independent statistical learning task predicted a small, but unique amount of variance in reading ability in Norwegian, even when a number of other reading-related cognitive skills were taken into account. This suggests that children's implicit learning of statistical regularities is associated with proficiency with written language in a semi-transparent orthography such as Norwegian.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research
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