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. 2018 Feb 16;8:3153. doi: 10.1038/s41598-018-21578-5

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© The Author(s) 2018

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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The scatter plots of the relationship between Z scores in the visual 1-back task and Chinese reading skills for normal readers and dyslexic readers in each grade. PA, phonological awareness; MA, morphological awareness. CR, character reading; SR, sentence reading. DD, children with dyslexia; TD, typically developing children. An analysis of partial correlation was conducted, in which the non-verbal intelligence and participant age were controlled. The significance was determined using a p value of 0.0125 (0.5/4), and marginal significance was declared at a p value of 0.025 (0.1/4) after Bonferroni correction. + , p < 0.025.