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Surprisingly, the problems faced by many dyslexic children are by no means confined to reading and spelling. There appears to be a general impairment in the ability to perform skills automatically, an ability thought to be dependent upon the cerebellum. Specific behavioural and neuroimaging tests reviewed here indicate that dyslexia is indeed associated(More)
It is now thought that the cerebellum is involved in the acquisition of "language dexterity" in addition to its established role in motor skill acquisition and execution. Mild cerebellar impairment, therefore, provides a possible explanation of a range of problems shown by children with dyslexia. The authors have established suggestive evidence in support(More)
BACKGROUND In addition to their impairments in literacy-related skills, dyslexic children show characteristic difficulties in phonological skill, motor skill, and balance. There is behavioural and biochemical evidence that these difficulties may be attributable to mild cerebellar dysfunction. We wanted to find out whether there was abnormal brain activation(More)
During the past 30 years, research into developmental disorders has fragmented, emphasizing differences rather than commonalities. We propose that reunification might be achieved by using a "neural-systems" approach. Deficits in dyslexia are attributed to an intact declarative learning system combined with an impaired procedural learning system--a network(More)
Over the last few decades, a growing amount of research has suggested that dyslexics have particular difficulties with skills involving accurate or rapid timing, including musical timing skills. It has been hypothesised that music training may be able to remediate such timing difficulties, and have a positive effect on fundamental perceptual skills that are(More)
Five groups of children, including two groups of dyslexics (aged 15 and 11 years), were tested on simple reaction, selective choice reaction, and lexical decision tasks. In simple reactions to a pure tone, the dyslexic children responded as quickly as their chronological age controls and significantly faster than their reading age controls. In selective(More)
In addition to their language-related difficulties, dyslexic children suffer problems in motor skill, balance, automatization and speeded performance. Given the recent evidence for cerebellar involvement in the acquisition of language fluency, these problems suggest cerebellar deficit. To test the hypothesis of cerebellar dysfunction in dyslexia, a time(More)
A series of tests of naming speed in discrete reaction time format were undertaken by seven groups of children: three groups with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10-year-old children with mild learning difficulties (slow learners) matched(More)