Text of correction Upon the original publication of this article, there was an error in the “Group Differences in Reading Skills” part of the Results section. The final sentence should read “The group differences in fluency were not significant, and the CI group scored marginally lower in fluency tasks than their TH peers (g = -0.67, p = 0.054).” instead of “The group differences in fluency were not significant, and the CI group scored marginally lower in fluency tasks than their TH peers (g = -0.67, p < 0.001).” This error has now been corrected online.
Contributor Information
Yingying Wang, Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA; Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA; Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, NE 68583, USA.
Fatima Sibaii, Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA; Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA.
Kejin Lee, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, NE 68583, USA.
Makayla J Gill, Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA; Center for Brain, Biology and Behavior, University of Nebraska, Lincoln, NE 68588, USA.
Jonathan L Hatch, Department of Otolaryngology-Head & Neck Surgery, University of Nebraska Medical Center, Omaha, NE 68198, USA.