{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T09:04:48Z","timestamp":1780563888081,"version":"3.54.1"},"reference-count":60,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2015,3,5]],"date-time":"2015-03-05T00:00:00Z","timestamp":1425513600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Developmental Science"],"published-print":{"date-parts":[[2016,1]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Children with developmental dyslexia (<jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content>) may differ from typical readers in aspects other than reading. The notion of a general deficit in the ability to acquire and retain procedural (\u2018how to\u2019) knowledge as long\u2010term procedural memory has been proposed. Here, we compared the ability of elementary school children, with and without reading difficulties (<jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content>, typical readers), to improve their tactile discrimination with practice and tested the children's ability to retain the gains. Forty 10\u201311\u2010year\u2010olds practiced the tactile discrimination of four braille letters, presented as pairs, while blindfolded. In a trial, participants were asked to report whether the target stimuli were identical or different from each other. The structured training session consisted of six blocks of 16 trials each. Performance was re\u2010tested at 24\u00a0hours and two weeks post\u2010training. Both groups improved in speed and in accuracy. In session 1, children with <jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content> started as significantly less accurate and were slower than the typical readers but showed rapid learning and successfully closed the gap. Only two children with <jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content> failed to benefit from training and were not included in subsequent data analyses. At 24\u00a0hours post\u2010training both groups showed effective retention of the gains in speed and accuracy. Importantly, children with <jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content> were able to retain the gains in speed and accuracy, over a two\u2010week interval as effectively as typical readers. Thus, children with <jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content> were as effective in the acquisition and retention of tactile discrimination of braille letters as typical readers of the same age. The results do not support the notion of a general procedural learning disability in <jats:styled-content style=\"fixed-case\">DD<\/jats:styled-content>.<\/jats:p>","DOI":"10.1111\/desc.12285","type":"journal-article","created":{"date-parts":[[2015,3,6]],"date-time":"2015-03-06T02:39:53Z","timestamp":1425609593000},"page":"32-40","source":"Crossref","is-referenced-by-count":4,"title":["Effective learning and retention of braille letter tactile discrimination skills in children with developmental dyslexia"],"prefix":"10.1111","volume":"19","author":[{"given":"Maisam","family":"Hayek","sequence":"first","affiliation":[{"name":"E.J. Safra Brain Research Centre for the Study of Learning Disabilities University of Haifa Haifa Israel"},{"name":"Special Education Department Sakhnin Colege Sakhnin Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shoshi","family":"Dorfberger","sequence":"additional","affiliation":[{"name":"E.J. Safra Brain Research Centre for the Study of Learning Disabilities University of Haifa Haifa Israel"},{"name":"Gordon College of Education Haifa Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Avi","family":"Karni","sequence":"additional","affiliation":[{"name":"E.J. Safra Brain Research Centre for the Study of Learning Disabilities University of Haifa Haifa Israel"},{"name":"The Department of Human Biology &amp; the Sagol Department of Neurobiology University of Haifa Haifa Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,3,5]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/0305735612463947"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0028-3932(99)00013-5"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nlm.2013.07.003"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0010-9452(08)70018-2"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-7687.2006.00484.x"},{"issue":"1","key":"e_1_2_7_7_1","doi-asserted-by":"crossref","first-page":"80","DOI":"10.1044\/1092-4388(2003\/007)","article-title":"Speaking clearly for children with learning disabilities: sentence 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