Statistical-learning (SL) theory offers an experience-based account of typical and atypical
spoken and written language acquisition. Recent work has provided initial support for this …

Despite proving its usefulness for over a century, the concept of developmental dyslexia
(DD) is currently in severe disarray because of the recent introduction of the phonological …

The purpose of this meta-analytic review is to investigate the relation between statistical
learning (SL) and language-related outcomes, and between SL and reading-related …

Impaired procedural learning has been suggested as a possible cause of developmental
dyslexia (DD) and developmental language disorder (DLD). We evaluate this theory by …

Statistical views of literacy development maintain that proficient reading requires the
assimilation of myriad statistical regularities present in the writing system. Indeed, previous …

A compelling demonstration of implicit learning is the human ability to unconsciously detect
and internalize statistical patterns of complex environmental input. This ability, called …

All dominant models of reading development ascribe a central role to learning about the
orthography in reading acquisition, particularly as children transition to fluent word reading …

The dominant neural models of typical and atypical reading focus on the cerebral cortex.
However, Nicolson et al.(2001) proposed a model, the cerebellar deficit hypothesis, in which …

The processes underlying word reading are shaped by statistical properties of the writing
system. According to some theoretical perspectives, reading acquisition should be …

During visual word processing readers identify chunks of co-occurring letters and code for
their typical position within words. Using an artificial script, we examined whether these …