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Meta-Analysis
. 2013 Oct;34(10):3460-76.
doi: 10.1016/j.ridd.2013.07.017. Epub 2013 Aug 6.

Procedural learning is impaired in dyslexia: evidence from a meta-analysis of serial reaction time studies

Jarrad A G Lum  1 , Michael T Ullman, Gina Conti-Ramsden
Affiliations
Meta-Analysis

Procedural learning is impaired in dyslexia: evidence from a meta-analysis of serial reaction time studies

Jarrad A G Lum et al. Res Dev Disabil. 2013 Oct.

Abstract

A number of studies have investigated procedural learning in dyslexia using serial reaction time (SRT) tasks. Overall, the results have been mixed, with evidence of both impaired and intact learning reported. We undertook a systematic search of studies that examined procedural learning using SRT tasks, and synthesized the data using meta-analysis. A total of 14 studies were identified, representing data from 314 individuals with dyslexia and 317 typically developing control participants. The results indicate that, on average, individuals with dyslexia have worse procedural learning abilities than controls, as indexed by sequence learning on the SRT task. The average weighted standardized mean difference (the effect size) was found to be 0.449 (CI95: .204, .693), and was significant (p<.001). However, moderate levels of heterogeneity were found between study-level effect sizes. Meta-regression analyses indicated that studies with older participants that used SRT tasks with second order conditional sequences, or with older participants that used sequences that were presented a large number of times, were associated with smaller effect sizes. These associations are discussed with respect to compensatory and delayed memory systems in dyslexia.

Keywords: Dyslexia; Implicit learning; Meta-analysis; Procedural learning; Serial reaction time; Systematic review.

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Figures

Fig. 1
Fig. 1
PRISMA flowchart showing selection of articles included in the meta-analysis.
Fig. 2
Fig. 2
Funnel plot showing association between measure of precision (standard error) and effect size.
Fig. 3
Fig. 3
Forrest plot showing study level and average weighted effect sizes for individuals with dyslexia and control individual.
Fig. 4
Fig. 4
Scatterplot showing observed and predicted relationship between effect size and covariate. Covariate in Panel A is Age × Number Exposures to Sequence. Covariate in Panel B is Age × Sequence Type. Data points are proportionally sized according to their weight in the model.
See this image and copyright information in PMC

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