What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school‐aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis did not reveal between‐group differences in implicit learning. However, further examination revealed that most CON (65%) and ISD (63%) were implicit learners, whereas most DYS were nonlearners (64%). Brain activity showed differences in early learning phases: CON learners and DYS nonlearners activated the left inferior frontal gyrus (IFG) and left insula more than other groups. Our findings imply that implicit learning is more frequently disrupted in children with dyslexia than in typical readers, and that activation of the left IFG and insula contributes to effective learning in the latter group but it does not in the former.

中文翻译：

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内隐学习缺陷和阅读障碍同时存在吗？功能磁共振成像和行为研究

识字技能和内隐学习之间有什么关系？为了解决以前的混合发现，我们比较了学龄读者，典型的（CON，n= 54）并患有阅读障碍（DYS，n= 53），与他们在串行反应时间任务中的表现有关。我们还首次纳入了一个孤立的拼写缺陷组（ISD、n= 30) 控制阅读和拼写缺陷的独特影响。线性反应时间分析没有揭示内隐学习的组间差异。然而，进一步的检查显示，大多数 CON (65%) 和 ISD (63%) 是内隐学习者，而大多数 DYS 是非学习者 (64%)。大脑活动在早期学习阶段表现出差异：CON学习者和DYS非学习者比其他组更激活左额下回（IFG）和左岛叶。我们的研究结果表明，与典型阅读者相比，患有阅读障碍的儿童的内隐学习更容易受到干扰，并且左侧 IFG 和岛叶的激活有助于后者的有效学习，但对于前者则不然。