Scientists at Carnegie Mellon University have researched how procedural learning affects individuals with dyslexia. Procedural learning is how individuals develop skills through repeated performance and practice.
The experiment involved two groups to play an audio based video game; a control group and participants with dyslexia.
The players identified different characters in the game to different audio sounds. As the game progressed, the speed increased. The control group adapted to the speed, whereas the dyslexic participants were slower to adapt.
From this experiment, the Carnegie Mellon scientists surmise that learning complex auditory categories through procedural learning is hindered by dyslexia. This opens up a new avenue for research since most research is focused on neurological impairments and mapping sounds to visual letters. They are hoping that determining the relationship between procedural learning deficit and auditory category learning will help direct new approaches towards dyslexia interventions.