ABSTRACT
Movement-related potentials of dyslexic children are characterized by inadequate ability to program movements and reduced capacity to evaluate their performance and to correct their errors.
Reading-related potentials recorded during different reading conditions elicit a series of positive and negative components with specific functional meaning and with a characteristic spatial-temporal pattern. These reading-related potentials, when analyzed with sLORETA, show significantly different patterns of activation when comparing self-paced reading aloud to passive viewing of single letters.
