Abstract
The text introduces a rather new approach toward dyslexia - the so called procedural learning diffi-culties hypothesis, which was introduced by R. Nicolson and A.
Fawcett in the first decade of this century. A theoretical part of the paper compares declarative and procedural learning systems, sometimes referred to as declarative and procedural memory, and emphasizes their main features and their links to dyslexia.
The text then briefly describes an experimental research project which aimed at proving the procedural learning difficulties hypothesis. Our current results show that the transmission from declarative to procedural information processing seems rather difficult in a group of individuals with dyslexia compared to the intact population.
The results were statistically signifi-cant when time and an amount of mistakes were considered. Finally the results are discussed from practical perspective, particularly when considering an appropriate intervention for individuals with dyslexia.