Citations (37)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Haitham Taha. (2023) Differences in Detecting Statistical Visual Regularities between Typical and Poor Readers. Reading Psychology 44:6, pages 604-622.
Read now
Read now
Nitzan Kligler & Yafit Gabay. (2023) A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia. Scientific Studies of Reading 27:4, pages 334-354.
Read now
Read now
Nadia Ahufinger, Ernesto Guerra, Laura Ferinu, Llorenç Andreu & Mònica Sanz-Torrent. (2021) Cross-situational statistical learning in children with developmental language disorder. Language, Cognition and Neuroscience 36:9, pages 1180-1200.
Read now
Read now
Jonathan E. Solity. (2020) Instructional psychology and teaching reading: Ending the reading wars. Educational and Developmental Psychologist 37:2, pages 123-132.
Read now
Read now
Helen L. Breadmore & S. Hélène Deacon. (2019) Morphological Processing Before and During Children’s Spelling. Scientific Studies of Reading 23:2, pages 178-191.
Read now
Read now
Amy M. Elleman, Laura M. Steacy & Donald L. Compton. (2019) The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers. Scientific Studies of Reading 23:1, pages 1-7.
Read now
Read now
Articles from other publishers (31)
Nitzan Kligler, Chen Yu & Yafit Gabay. (2023) Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia. Cognitive Science 47:9.
Crossref
Crossref
Ola Ozernov-Palchik, Zhenghan Qi, Sara D. Beach & John D.E. Gabrieli. (2023) Intact procedural memory and impaired auditory statistical learning in adults with dyslexia. Neuropsychologia 188, pages 108638.
Crossref
Crossref
Benjamin D. Zinszer, Joelle Hannon, Aya Élise Kouadio, Hermann Akpé, Fabrice Tanoh, Anqi Hu, Zhenghan Qi & Kaja Jasińska. (2023) Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools. Language Learning.
Crossref
Crossref
Ruth Altmiller, Rebecca Treiman & Brett Kessler. (2023) Double trouble: Using spellings of different lengths to represent vowel length in English. Journal of Experimental Child Psychology 231, pages 105649.
Crossref
Crossref
Padraic MONAGHAN. (2023) Literacy and early language development: Insights from computational modelling. Journal of Child Language, pages 1-17.
Crossref
Crossref
Ranin Ballan, Simon J. Durrant, Dara S. Manoach & Yafit Gabay. (2022) Failure to consolidate statistical learning in developmental dyslexia. Psychonomic Bulletin & Review 30:1, pages 160-173.
Crossref
Crossref
Rebecca Treiman, Brett Kessler & Kayla Hensley. (2023) Number and syllabification of following consonants influence use of long versus short vowels in English disyllables. Journal of Memory and Language 129, pages 104399.
Crossref
Crossref
Rachel Schiff, Hadar Cohen, Shani Kahta & Ayelet Sasson. (2022) Can adults with developmental dyslexia apply statistical knowledge to a new context?. Cognitive Processing 24:1, pages 129-145.
Crossref
Crossref
Rachel Schiff, Shani Levy-Shimon, Ayelet Sasson, Ella Kimel & Dorit Ravid. (2022) Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing.
Crossref
Crossref
Stephen Man-Kit Lee, Yanmengna Cui & Shelley Xiuli Tong. (2022) Toward a Model of Statistical Learning and Reading: Evidence From a Meta-Analysis. Review of Educational Research 92:4, pages 651-691.
Crossref
Crossref
Henry Brice, Noam Siegelman, Mark van den Bunt, Stephen J. Frost, Jay G. Rueckl, Kenneth R. Pugh & Ram Frost. (2021) INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION. Studies in Second Language Acquisition 44:3, pages 737-758.
Crossref
Crossref
Ana Paula Soares, Francisco-Javier Gutiérrez-Domínguez, Helena M. Oliveira, Alexandrina Lages, Natália Guerra, Ana Rita Pereira, David Tomé & Marisa Lousada. (2022) Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials. Frontiers in Psychology 13.
Crossref
Crossref
Christa L. Watson Pereira, Ran Zhou, Mark A. Pitt, Jay I. Myung, P. Justin Rossi, Eduardo Caverzasi, Esther Rah, Isabel E. Allen, Maria Luisa Mandelli, Marita Meyer, Zachary A. Miller & Maria Luisa Gorno Tempini. (2022) Probabilistic Decision-Making in Children With Dyslexia. Frontiers in Neuroscience 16.
Crossref
Crossref
Somayeh Rasouli, Shahram Vahedi, Ali Gharadaghi & Shahrooz Nemati. (2022) Developing and Validation of Intervention Program Based on Multiple Learning Systems for Students with Specific Learning with Reading Disabilities: Meta-Synthesis Study. Quarterly Journal of Child Mental Health 9:2, pages 1-20.
Crossref
Crossref
Mara De Rosa & Davide Crepaldi. (2021) Letter chunk frequency does not explain morphological masked priming. Psychonomic Bulletin & Review 29:2, pages 589-599.
Crossref
Crossref
Jonathan Solity. (2022) Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice. Review of Education 10:1.
Crossref
Crossref
Rachel Schiff, Ayelet Sasson, Hadas Green & Shani Kahta. (2021) Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing 23:1, pages 55-67.
Crossref
Crossref
Reem Khamis-Dakwar, Karen Froud, Carly Tubbs Dolan & Clay Westrope. 2022. Handbook of Literacy in Diglossia and in Dialectal Contexts. Handbook of Literacy in Diglossia and in Dialectal Contexts
451
475
.
Sonia Singh & Christopher M. Conway. (2021) Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies. Frontiers in Human Neuroscience 15.
Crossref
Crossref
Joan Orpella, Ernest Mas-Herrero, Pablo Ripollés, Josep Marco-Pallarés & Ruth de Diego-Balaguer. (2021) Language statistical learning responds to reinforcement learning principles rooted in the striatum. PLOS Biology 19:9, pages e3001119.
Crossref
Crossref
Nancy Krasa & Ziv Bell. (2021) Silent word-reading fluency is strongly associated with orthotactic sensitivity among elementary school children. Journal of Experimental Child Psychology 205, pages 105061.
Crossref
Crossref
Kathleen Rastle, Clare Lally, Matthew H. Davis & J. S. H. Taylor. (2021) The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System. Psychological Science 32:4, pages 471-484.
Crossref
Crossref
Louisa Bogaerts, Noam Siegelman & Ram Frost. (2020) Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts. Perspectives on Psychological Science 16:2, pages 319-337.
Crossref
Crossref
Noam Siegelman, Jay G. Rueckl, Laura M. Steacy, Stephen J. Frost, Mark van den Bunt, Jason D. Zevin, Mark S. Seidenberg, Kenneth R. Pugh, Donald L. Compton & Robin D. Morris. (2020) Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language 114, pages 104145.
Crossref
Crossref
Devin M. Kearns. (2020) Does English Have Useful Syllable Division Patterns?. Reading Research Quarterly 55:S1.
Crossref
Crossref
Rebecca Treiman, Nicole Rosales, Lauren Cusner & Brett Kessler. (2020) Cues to stress in English spelling. Journal of Memory and Language 112, pages 104089.
Crossref
Crossref
Christopher M. Conway. (2020) How does the brain learn environmental structure? Ten core principles for understanding the neurocognitive mechanisms of statistical learning. Neuroscience & Biobehavioral Reviews 112, pages 279-299.
Crossref
Crossref
Beth A. O’Brien, Malikka Habib & Luca Onnis. (2019) Technology-Based Tools for English Literacy Intervention: Examining Intervention Grain Size and Individual Differences. Frontiers in Psychology 10.
Crossref
Crossref
Elpis V. Pavlidou & Louisa Bogaerts. (2019) Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood. Frontiers in Psychology 10.
Crossref
Crossref
Janne von Koss Torkildsen, Joanne Arciuli & Ona Bø Wie. (2019) Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and Individual Differences 69, pages 60-68.
Crossref
Crossref
Sonia Singh, Anne M. Walk & Christopher M. Conway. (2018) Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study. Annals of Dyslexia 68:2, pages 165-179.
Crossref
Crossref