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

Published online by Cambridge University Press:  08 April 2021

Merel van Witteloostuijn Open the ORCID record for Merel van Witteloostuijn [Opens in a new window] ,
Paul Boersma ,
Frank Wijnen  and
Judith Rispens
Merel van Witteloostuijn*
Affiliation:
Department of Linguistics, Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, the Netherlands
Paul Boersma
Affiliation:
Department of Linguistics, Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, the Netherlands
Frank Wijnen
Affiliation:
Department of Linguistics, Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, the Netherlands
Judith Rispens
Affiliation:
Department of Linguistics, Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, the Netherlands
*
*Corresponding author. Email: [email protected]
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Abstract

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

Keywords

morphologysyntaxphonological memorystatistical learningdyslexia
Type
Original Article
Information
Applied Psycholinguistics , Volume 42 , Issue 3 , May 2021 , pp. 791 - 821
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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