Statistical learning abilities of children with dyslexia across three experimental paradigms.

There is a marginally significant difference between participants with dyslexia and the TD participants in their overall RTs, with slower responses in the group of participants with dyslexia (Δ z = +0.152, 95% CI [-0.002 ... +0.307], t = 1.950, p = .053). adding attention and verbal short-term memory to the model does not significantly improve the model fit ( χ 2 = 46.271, df = 48, p = .54) and does not influence the main findings of the online measure of the A-NADL task.

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