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It has been proposed (<jats:italic>Trends Neurosci.,<\/jats:italic><jats:bold>30<\/jats:bold>(4), 135\u2013141) that dyslexia may be attributable to impaired function in the procedural system together with intact declarative function. We provide a brief overview of the increasing evidence relating to the hypothesis, noting that the framework involves two main claims: first that \u2018neural systems\u2019 provides a productive level of description avoiding the underspecificity of cognitive descriptions and the overspecificity of brain structural accounts; and second that a distinctive feature of procedural learning is its extended time course, covering from minutes to months. In this article, we focus on the second claim. Three studies\u2014speeded single word reading, long\u2010term response learning, and overnight skill consolidation\u2014are reviewed which together provide clear evidence of difficulties in procedural learning for individuals with dyslexia, even when the tasks are outside the literacy domain. The educational implications of the results are then discussed, and in particular the potential difficulties that impaired overnight procedural consolidation would entail. It is proposed that response to intervention could be better predicted if diagnostic tests on the different forms of learning were first undertaken. Copyright \u00a9 2010 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.408","type":"journal-article","created":{"date-parts":[[2010,7,28]],"date-time":"2010-07-28T01:03:47Z","timestamp":1280279027000},"page":"194-212","source":"Crossref","is-referenced-by-count":81,"title":["Procedural learning and dyslexia"],"prefix":"10.1002","volume":"16","author":[{"given":"R. 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