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Background Over the last few years it has been claimed that the cerebellum is involved in higher cognitive functions, such as language and reading (Marien, Engelborghs, Fabbro, and Deyn, 2001). Apart from that, many researchers have been investigating the presence of oral speech deficits in impaired readers (Davenport, Yingling, Fein, Galin, and Johnstone 1986; Plaza, Cohen, and Chevrie-Muller, 2002). The objectives of the present study are a) to examine the propriety of the cerebellar deficit hypothesis and b) to explore if there is a differentiation of articulation speed in children with dyslexia.

The relation of dyslexia to cerebellar function and articulation speed