A compelling demonstration of implicit learning is the human ability to unconsciously detect and internalize statistical patterns of complex environmental input. This ability, called statistical learning, has been investigated in people with dyslexia using various tasks in different orthographies. However, conclusions regarding impaired or intact statistical learning in dyslexia remain mixed. This study conducted a systematic literature search of published and unpublished studies that compared statistical learning between people with and without dyslexia using different learning paradigms in different orthographies. We identified 49 papers consisting of 59 empirical studies, representing the data from 1,259 participants with dyslexia and 1,459 typically developing controls. The results showed that, on average, individuals with dyslexia performed worse in statistical learning than age-matched controls, regardless of the learning paradigm or orthography (average weighted effect size d = 0.47, 95% confidence interval [0.36, 0.59], p < .001). Meta-regression analyses further revealed that the heterogeneity of effect sizes between studies was significantly explained by one reader characteristic (i.e., verbal IQ) but no task characteristics (i.e., task paradigm, task modality, and stimulus type). These findings suggest domain-general statistical learning weakness in dyslexia across languages, and support the need for a new theoretical model of statistical learning and reading, that is, the SLR model, which elucidates how reader and task characteristics are regulated by a multicomponent memory system when establishing statistically optimal representations for deep learning and reading.

内隐学习的一个引人注目的证明是人类无意识地检测和内化复杂环境输入的统计模式的能力。这种称为统计学习的能力已经在阅读障碍患者中进行了调查，他们使用不同正字法中的各种任务。然而，关于阅读障碍中受损或完整的统计学习的结论仍然参差不齐。这项研究对已发表和未发表的研究进行了系统的文献检索，这些研究使用不同正字法中的不同学习范式比较了有和没有阅读障碍的人之间的统计学习。我们确定了 49 篇论文，包括 59 项实证研究，代表了来自 1,259 名患有阅读障碍的参与者和 1,459 名通常处于发育阶段的对照组的数据。结果表明，平均而言，与年龄匹配的对照组相比，患有阅读障碍的个体在统计学习中的表现更差，无论学习范式或正字法如何（平均加权效应大小 d = 0.47, 95% 置信区间 [0.36, 0.59], p < .001）。元回归分析进一步表明，研究之间效应大小的异质性由一个读者特征（即语言智商）显着解释，但没有任务特征（即任务范式、任务模式和刺激类型）。这些发现表明跨语言阅读障碍的领域一般统计学习弱点，并支持需要一种新的统计学习和阅读理论模型，即 SLR 模型，