Grammatical performance in children with dyslexia: the contributions of individual differences in phonological memory and statistical learning

Abstract Several studies have signaled grammatical difficulties in individuals with developmental dyslexia. These may stem from a phonological deficit, but alternatively be explained through domain-general deficit statistical learning. This study investigates grammar children and without dyslexia, whether memory and/or learning ability contribute to individual differences performance. We administered the CELF “word structure” “recalling sentences” subtests measures of (digit span, nonword repetition) (serial reaction time, nonadjacent dependency learning) among 8- 11-year-old dyslexia ( N = 50 per group). Consistent previous findings, our results show subtle grammar, as achieved lower scores on (word structure: p .0027, recalling sentences: .053). While two were found performance, no evidence for relationship was found. An error analysis revealed errors irregular morphology (e.g., plural past tense), suggesting problems lexical retrieval. findings are discussed light theoretical accounts underlying