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The stimuli in one learning task were created so as to encourage participants to perceive each stimulus as a whole, with less emphasis on the stimulus constituent elements (the \u2018embedded\u2019 stimuli), while in the second task the constituent elements of each stimulus were emphasized by presenting them serially (the \u2018sequences\u2019 stimuli). Using a between participants design, dyslexic participants performed equally well in the two versions of the learning task. By contrast, non\u2010dyslexic participants performed as well as dyslexic ones with the embedded stimuli but were impaired in the sequences stimuli. This finding was interpreted as showing that dyslexic participants were less able, compared to controls, to process individual stimulus elements of both the sequences and the embedded stimuli, consistently with recent work associating dyslexia with problems in attention focusing and shifting. 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