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Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning: Insights for Intervention Strategies

Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning: Insights for Intervention Strategies

Vasiliki Folia, Afroditi Malisiova, Susana Silva, Elpis V. Pavlidou
Copyright: © 2023 |Pages: 16
ISBN13: 9798369306444|ISBN13 Softcover: 9798369306482|EISBN13: 9798369306451
DOI: 10.4018/979-8-3693-0644-4.ch010
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MLA

Folia, Vasiliki, et al. "Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning: Insights for Intervention Strategies." Developmental Language Disorders in Childhood and Adolescence, edited by Dimitra V. Katsarou, IGI Global, 2023, pp. 129-144. https://doi.org/10.4018/979-8-3693-0644-4.ch010

APA

Folia, V., Malisiova, A., Silva, S., & Pavlidou, E. V. (2023). Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning: Insights for Intervention Strategies. In D. Katsarou (Ed.), Developmental Language Disorders in Childhood and Adolescence (pp. 129-144). IGI Global. https://doi.org/10.4018/979-8-3693-0644-4.ch010

Chicago

Folia, Vasiliki, et al. "Investigating Developmental Dyslexia Through Implicit Artificial Grammar Learning: Insights for Intervention Strategies." In Developmental Language Disorders in Childhood and Adolescence, edited by Dimitra V. Katsarou, 129-144. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-0644-4.ch010

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Abstract

The exact relationship between implicit sequence learning and developmental dyslexia continues to be a topic of debate, limiting potential advancements in educational interventions. This chapter delves into exploring this relationship by analysing recent studies that have investigated implicit learning using the artificial grammar learning paradigm (AGL) in children with dyslexia. The implications, drawbacks, and future possibilities identified in this context are discussed. Ultimately, valuable insights are extracted from the body of literature on implicit artificial grammar learning, suggesting that incorporating implicit learning methods in educational settings might hold significant and relevant promise for enhancing reading abilities. This questions the conventional notion that dyslexia interventions should solely rely on explicit instructional methods, and instead reinforces the concept of a cooperative strategy towards instructional approaches.

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