Speech-nonspeech discrimination.

<p>(A) Discrimination (d′) by dyslexics and skilled readers (controls). (B) The sensitivity of dyslexics and controls to the phonological structure of Hebrew stems in a speech discrimination task (Error bars are confidence intervals for the difference between the means).</p

Phonetic identification of consonants and vowels by skilled readers and dyslexics along a 10-step continuum.

<p>Step continuum denotes the target stimulus. Error bars reflect confidence intervals for the difference between the group means.</p

Spectrograms of a natural speech stimulus <i>zizul</i> (A) and its nonspeech counterpart (B).

<p>Spectrograms of a natural speech stimulus <i>zizul</i> (A) and its nonspeech counterpart (B).</p

Word/nonword discrimination. (

<p>A) Discrimination (d′) by dyslexics and skilled readers (controls). (B) The sensitivity of dyslexics and controls to the phonological structure of Hebrew stems in the discrimination of auditory nonwords from words (Error bars are confidence intervals for the difference between the means).</p

Accuracy (proportion errors) of skilled and dyslexic participants in speech/nonspeech discrimination (Experiment 2).

<p>Accuracy (proportion errors) of skilled and dyslexic participants in speech/nonspeech discrimination (Experiment 2).</p

Reading scores of dyslexic and control participants in Experiments 1–3.

<p>Reading scores of dyslexic and control participants in Experiments 1–3.</p

Accuracy (proportion errors) of skilled and dyslexic participants in word/nonword discrimination (Experiment 1).

<p>Accuracy (proportion errors) of skilled and dyslexic participants in word/nonword discrimination (Experiment 1).</p

Phonetic discrimination of consonants and vowels by skilled readers and dyslexics along a 10-step continuum.

<p>Step continuum denotes the midpoint between the two stimuli (A and B) presented for discrimination. Error bars reflect confidence intervals for the difference between the group means.</p