Long-term learning in dyslexic children

R. I. Nicolson*, A. J. Fawcett

*Corresponding author for this work

Research output: Contribution to journalArticle (journal)peer-review

65 Citations (Scopus)


There is now extensive evidence that the learning processes of dyslexic children show some abnormalities, generally consistent with failure to completely automatise skills. Two studies are reported in which a group of adolescent dyslexic children and a group of normal children matched for age and IQ undertook long-term training on a keyboard spatial task and a choice reaction task respectively. It was concluded that, following extended training, the dyslexic children had normal 'strength' of automatisation (as assessed by resistance to unlearning, by ease of relearning after one year, and by dual task performance) but that their initial and their final performance (as assessed by speed and accuracy) were impaired. The results are consistent with the hypothesis that dyslexic children suffer from cerebellar deficit.

Original languageEnglish
Pages (from-to)357-393
Number of pages37
JournalEuropean Journal of Cognitive Psychology
Issue number3
Publication statusPublished - 1 Jul 2000


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