The involvement of long-term serial-order memory in reading development: A longitudinal study

Louisa Bogaerts*, Arnaud Szmalec, Marjolijn De Maeyer, Mike P.A. Page, Wouter Duyck

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Recent findings suggest that Hebb repetition learning-a paradigmatic example of long-term serial-order learning-is impaired in adults with dyslexia. The current study further investigated the link between serial-order learning and reading using a longitudinal developmental design. With this aim, verbal and visual Hebb repetition learning performance and reading skills were assessed in 96 Dutch-speaking children who we followed from first through second grade of primary school. We observed a positive association between order learning capacities and reading ability as well as weaker Hebb learning performance in early readers with poor reading skills even at the onset of reading instruction. Hebb learning further predicted individual differences in later (nonword) reading skills. Finally, Hebb learning was shown to explain a significant part of the variance in reading performance above and beyond phonological awareness. These findings highlight the role of serial-order memory in reading ability.

Original languageEnglish
Pages (from-to)139-156
Number of pages18
JournalJournal of Experimental Child Psychology
Volume145
DOIs
Publication statusPublished - 1 May 2016
Externally publishedYes

Keywords

  • Hebb repetition learning
  • Language acquisition
  • Memory
  • Reading
  • Reading disability
  • Sequence learning
  • Serial order

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