Deficient Response to Altered Auditory Feedback in Dyslexia

ABSTRACT

Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10–13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.

Acknowledgments

We would like to thank the reviewers for their helpful suggestions to improve the manuscript, specifically for the suggested explanation of the model with the brain-behavior interaction. MAG was supported by an Innovational Research Incentives Scheme Veni grant (#275-89-017) from the Netherlands Organization for Scientific Research.

Additional information

Funding

This work was supported by the Nederlandse Organisatie voor Wetenschappelijk Onderzoek [#275-89-017];