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These studies largely focus on neural synchronization to speech. However, the importance of rise times for neural synchronization is often overlooked. Furthermore, targeted interventions, phonics\u2010based and auditory, are being developed, but little is known about their impact. The current study investigated the impact of a 12\u2010week tablet\u2010based intervention. Children at risk for dyslexia received phonics\u2010based training, either with (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200931) or without (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200931) auditory training, or engaged in active control training (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200929). Additionally, neural synchronization and processing of rise times was longitudinally investigated in children with dyslexia (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200926) and typical readers (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200952) from pre\u2010reading (5\u2009years) to beginning reading age (7\u2009years). The three time points in the longitudinal study correspond to intervention pre\u2010test, post\u2010test and consolidation, approximately 1\u2009year after completing the intervention. At each time point neural synchronization was measured to sinusoidal stimuli and pulsatile stimuli with shortened rise times at syllable (4\u2009Hz) and phoneme rates (20\u2009Hz). Our results revealed no impact on neural synchronization at syllable and phoneme rate of the phonics\u2010based and auditory training. However, we did reveal atypical hemispheric specialization at both syllable and phoneme rates in children with dyslexia. This was detected even before the onset of reading acquisition, pointing towards a possible causal rather than consequential mechanism in dyslexia. This study contributes to our understanding of the temporal processing deficits underlying the development of dyslexia, but also shows that the development of targeted interventions is still a work in progress.\n                  <\/jats:p>","DOI":"10.1111\/ejn.15894","type":"journal-article","created":{"date-parts":[[2022,12,15]],"date-time":"2022-12-15T01:00:01Z","timestamp":1671066001000},"page":"547-567","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Neural synchronization and intervention in pre\u2010readers who later on develop dyslexia"],"prefix":"10.1111","volume":"57","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6330-7331","authenticated-orcid":false,"given":"Shauni","family":"Van Herck","sequence":"first","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maria","family":"Economou","sequence":"additional","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"},{"name":"Leuven Child &amp; Youth Institute (L\u2010C&amp;Y) KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Femke","family":"Vanden Bempt","sequence":"additional","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"},{"name":"Leuven Child &amp; Youth Institute (L\u2010C&amp;Y) KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Toivo","family":"Glatz","sequence":"additional","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Institute of Public Health Charit\u00e9 \u2013 Universit\u00e4tsmedizin Berlin, Corporate Member of Freie Universit\u00e4t Berlin and Humboldt\u2010Universit\u00e4t zu Berlin Berlin Germany"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Pol","family":"Ghesqui\u00e8re","sequence":"additional","affiliation":[{"name":"Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"},{"name":"Leuven Child &amp; Youth Institute (L\u2010C&amp;Y) KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maaike","family":"Vandermosten","sequence":"additional","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"},{"name":"Leuven Child &amp; Youth Institute (L\u2010C&amp;Y) KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jan","family":"Wouters","sequence":"additional","affiliation":[{"name":"Research Group ExpORL, Department of Neurosciences KU Leuven Leuven Belgium"},{"name":"Leuven Brain Institute KU Leuven Leuven Belgium"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2022,12,23]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/mbe.12016"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1038\/nn1409"},{"key":"e_1_2_11_4_1","unstructured":"Brus B. 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