Investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language

The present research was conducted with the aim of investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language. 

The method of the current research was path analysis correlation. Participants were selected from among the students of the first secondary schools of Tabriz in 2022 through purposive sampling. To collect data, the dyslexia subscale of the Colorado learning disability questionnaire and Coglab software were used. To determine the significance of the mediating relationships of the model, Bootstrap and Sobel tests were used in Amos software and SPSS version 24.Resuts: The results showed that the variables of implicit learning, spatial cueing and visual search played a role in explaining the students' second language dyslexia model which in total, 49% of the variance of second language dyslexia was explained through model variables. The direct effect of implicit learning (-0.47) and visual search (-0.34) was significant in estimating students' second language dyslexia. But the direct effect of spatial cueing was not significant at the 5% level. The indirect effect of visual search (t-value = 2.08) and spatial cueing (t-value = 1.98) was significant (P < 0.05) with the mediation of the mediating role of implicit learning.

Considering the role of spatial cueing, implicit learning and visual search in explaining the model of students' dyslexia, it seems that students' dyslexia can be resolved by strengthening spatial marking, implicit learning and visual search.