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Brains of 18 children with dyslexia (5 girls, 13 boys) and 21 without dyslexia (8 girls, 13 boys) were scanned before and after the children with dyslexia received instructional treatment. Both at Time 1 and Time 2 all children performed an fMRI phoneme mapping task during brain scanning—deciding whether letter(s) in pair of pronounceable nonwords could stand for the same sound. Results were analyzed...
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