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中文摘要：
以自动化缺陷假说为理论背景，采用系列反应时学习任务，探讨了41名五、六年级的汉语发展性阅读障碍儿童和41名正常儿童的技能自动化能力，通过比较对系列刺激和随机刺激的反应时差异，发现障碍组儿童的反应时虽然普遍长于正常组，但两组儿童都表现出了相同模式的系列学习效应，不支持发展性阅读障碍的技能自动化缺陷假说。
英文摘要：
This study examined dyslexia automatization deficit hypothesis using the serial reaction time （SRT） task. 41 dyslexic and 41 age and IQ matched normal readers in the fifth and the sixth graders were assessed by a visuomotor sequence learning task with both random and sequence trials. Implicit learning was measured by comparing reaction time to the sequence against reaction time to a random display. Result indicated that although the dyslexic group was slower overall than the control group, contrary to the expectation of the automatization deficit theory, Chinese dyslexia children demonstrated significant sequence-specific reaction time decrement as well as those normal readers. This result suggested that automatic skill learning was intact in Chinese dyslexic individuals.
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