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. 2017 Mar;60(3):654–667. doi: 10.1044/2016_JSLHR-L-16-0201

Figure 3.

Figure 3.

Correlations between (a) the averaged response during the hold phase and reading errors for the whole sample (N = 25) and the slope in the ramp phase and phonological awareness accuracy (b), the slope in the after-effect phase with reading errors (c) and reading time (d) for the developmental dyslexia (DD) group only (n = 13). F1 = first formant.