Do children with dyslexia learn to categorize speech sounds in a different way

What is it about?

We studied what makes it difficult for children with dyslexia to achieve good representations of speech sounds (as more abstract phonemes) - the core phonological deficit in dyslexia. Do they make less use of the statistical cues embedded in oral language? It seems as if they do, leading to less distinct phonemic categories. It gives them a higher risk for failing to establish robust connections between graphemes and phonemes (what makes learning to read more difficult).

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