The nature and specificity of paired associate learning deficits in children with dyslexia

We report three experiments investigating the specificity and nature of paired associate learning (PAL) deficits in children with dyslexia. Experiments 1 and 2 compared children with dyslexia and age-matched controls across the following stimulus–response mapping conditions, designed to dissociate crossmodal and verbal demands: visual–verbal, verbal–verbal, visual–visual, and verbal–visual. Children with dyslexia exhibited deficits in...