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Implicit Graphemes Learning among Poor Readers.

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Title: Implicit Graphemes Learning among Poor Readers.
Authors: Taha, Haitham (AUTHOR), Vaknin-Nusbaum, Vered (AUTHOR), Nevo, Einat (AUTHOR)
Source: Reading Psychology. Jul2024, Vol. 45 Issue 5, p485-499. 15p.
Subjects: Implicit learning, Stimulus & response (Psychology), Standard deviations, Graphemics
Abstract: Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±.15), and twenty poor readers (age 8.45 ±.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and artificial words. The artificial words were composed from artificial symbols. After the passive learning stage, each participant was tested with a grapheme matching decision task. The results showed that the accuracy levels which were recorded among the typical readers were significantly higher than those of the poor readers. The accuracy levels which were recorded among the poor readers showed a type of chance level of performance indicating an absence of implicit learning consolidation. However, the results did not show any significant differences in the response times between the two groups. In addition, significant larger individual standard deviations were recorded for the poor group of readers, for both accuracy and the response time of performance, indicating a non-solid type of implicit learning consolidation among this group. The results were discussed considering the association between poor implicit learning capacities and poor orthographic learning. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Implicit Graphemes Learning among Poor Readers.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Jul2024, Vol. 45 Issue 5, p485-499. 15p.
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  Data: Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±.15), and twenty poor readers (age 8.45 ±.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and artificial words. The artificial words were composed from artificial symbols. After the passive learning stage, each participant was tested with a grapheme matching decision task. The results showed that the accuracy levels which were recorded among the typical readers were significantly higher than those of the poor readers. The accuracy levels which were recorded among the poor readers showed a type of chance level of performance indicating an absence of implicit learning consolidation. However, the results did not show any significant differences in the response times between the two groups. In addition, significant larger individual standard deviations were recorded for the poor group of readers, for both accuracy and the response time of performance, indicating a non-solid type of implicit learning consolidation among this group. The results were discussed considering the association between poor implicit learning capacities and poor orthographic learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2024.2339800
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      – Code: eng
        Text: English
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        StartPage: 485
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        Type: general
      – SubjectFull: Stimulus & response (Psychology)
        Type: general
      – SubjectFull: Standard deviations
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      – SubjectFull: Graphemics
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              Text: Jul2024
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              Y: 2024
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