We recruited 19 healthy American children from a private school in Cincinnati, USA, in 2015-6 after advertising the study to parents. This study compared the time spent using screen-based media or reading on the functional connectivity of the reading-related brain regions in children aged 8-12. The paradigm and the results it yields, paired with a neurolinguistic framework for AV-integration and reading, provide the basis for further AV-research in dyslexia. Hence, the phonological deficit which results in poor pseudoword reading, is clearly present. The results further revealed that the phonological abilities required to read pseudowords seem to be generally impaired across the dyslexic subjects of the sample tested here. Overall, the results of the experiments provide strong evidence that in dyslexics, audiovisual speech perception and visual speech perception are poorly developed skills compared to unimpaired controls. The experiments I conducted as well as the theoretical framework outlined in this book are based on the assumption that at the core of the linguistic symptoms of dyslexia lies a вЂ“ potentially subtle вЂ“ speech signal processing deficit. The obtained stimulus set was later on also used in a subsequent fMRI study and yielded further back-up for the results discussed in the final chapters of this book.

Researchers over the past five decades have investigated the McGurk illu-sion and various modifications thereof, from temporal modulation to blur-ring of images, from вЂ“ animated вЂ“ talking heads to semi-hollow models and naturalistic videos in high definition with a millisecond-true temporal alignment.ДЇor the empirical part of the book, a new experimental paradigm was designed permitting the tracking of subjectsвЂ™ abilities to process phonological stimuli in visual- only, acoustic- only and audiovisual conditions. Audiovisual speech and visual speech perception lie at the heart of approaching the linguistic structure that seems to be most affected in dyslexics, across all languages and writing systems. This book is devoted to the search for a psycholinguistic theory that might be able to explain the origin of the pre-lexical linguistic deficit in dyslexia.

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