Abstract
Retrieval practice-the process of actively calling information to mind rather than passively studying materials-has been proven to be a highly effective learning strategy. However, only recently, researchers have started to examine differences between learners in terms of the optimal conditions of retrieval practice in applied educational settings. In this study (N = 118), we focus on learners with dyslexia. We compare their performance to the performance of typical learners in an adaptive retrieval practice task using both typing-based and speech-based response conditions. We find that typical learners outperform learners with dyslexia when they are asked to respond by typing, but that this difference disappears when learners respond by speech. Using a mathematical model to decompose response times, we demonstrate that this typing-specific disadvantage in learners with dyslexia is mainly a consequence of processing delays, rather than poorer memory performance. These findings contribute to a better understanding of the mechanisms underlying declarative learning in dyslexia, and they can be used to tailor educational technology toward the needs of neurodiverse learners.