Individual differences in non-linguistic auditory statistical learning are related to reading acquisition among 1st graders.

Kahta, S. & Schiff, R.

Bar-Ilan University

Reading acquisition has been thought to be governed mainly by linguistic processes. However, recent studies showed that non-linguistic statistical learning skills are also essential to reading acquisition. The current study explores auditory SL processes among children during the reading acquisition. Forty typically developing 1st graders completed a battery of linguistic tests, a non-linguistic auditory statistical learning task (A-AGL) as well as reading tests. Results indicated that performance on A-AGL significantly correlated with phonological awareness and reading scores. Regression analysis revealed that A-AGL contributes significantly to the explained variance of reading variables, mostly fluency. A mediation analysis showed that phonological awareness serves as a mediating variable between the d? measure and performance on the reading tests. Additionally, an individual difference analysis showed that participants who exceeded chance level in the A-AGL task scored significantly better on reading tests than participants who scored below chance level. The results support the theoretical claim that general mechanisms of statistical learning are related to the acquisition of reading skills, and suggest that the unique contribution of SL to reading acquisition is mediated by phonological awareness. The results of the individual difference analysis strengthen the relations between general SL skills and reading acquisition.