Statistical learning ability at 17 months relates to early reading skills via oral language.

• Distinct statistical learning processes drive the link from oral language to reading. • Oral language is predicted by statistical learning to generalise abstract stimuli. • Reading is predicted by statistical learning to generalise via oral language. • Oral language and reading are not predicted by statistical learning to segment speech. • Infant non-adjacent statistical processing predicts childhood language development. Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants—segmenting sequences from speech and generalizing the sequence structure—related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills. [ABSTRACT FROM AUTHOR]