## SHARED IMPAIRMENTS IN DYSLEXIA AND AMUSIA?

<table><tr><td rowspan="4">Auditory perceptual awareness</td><td>Phoneme</td><td>9</td><td>.27</td><td>.09</td></tr><tr><td>Interval</td><td>9</td><td>.34</td><td>.57</td></tr><tr><td>Note</td><td>9</td><td>.42</td><td>.43</td></tr><tr><td>Timbre</td><td>9</td><td>.24</td><td>.21</td></tr><tr><td>Auditory attention</td><td>Global</td><td>9</td><td>.43</td><td>-.19</td></tr></table>

### (d) CA

<table><thead><tr><th rowspan="2">Task</th><th rowspan="2">Composite variable</th><th rowspan="2">df</th><th colspan="2">r</th></tr><tr><th>MIM index</th><th>MBEMA score</th></tr></thead><tbody><tr><td rowspan="5">Auditory short-term memory</td><td>Word</td><td>19</td><td>.18</td><td>.20</td></tr><tr><td>Pitch</td><td>19</td><td>.31</td><td>.49</td></tr><tr><td>Item</td><td>19</td><td>.32</td><td>.41</td></tr><tr><td>Order length 3</td><td>19</td><td>.04</td><td>.43</td></tr><tr><td>Order length 4</td><td>19</td><td>.31</td><td>.31</td></tr><tr><td rowspan="5">Auditory perceptual awareness</td><td>Syllable</td><td>19</td><td>-.34</td><td>-.03</td></tr><tr><td>Phoneme</td><td>19</td><td>-.04</td><td>.32</td></tr><tr><td>Interval</td><td>19</td><td>.29</td><td>.45</td></tr><tr><td>Note</td><td>19</td><td>.01</td><td>.42</td></tr><tr><td>Timbre</td><td>19</td><td>.06</td><td>.07</td></tr><tr><td>Auditory attention</td><td>Global</td><td>19</td><td>.04</td><td>.13</td></tr></tbody></table>

### (e) RL

<table><thead><tr><th rowspan="2">Task</th><th rowspan="2">Composite variable</th><th rowspan="2">df</th><th colspan="2">r</th></tr><tr><th>MIM index</th><th>MBEMA score</th></tr></thead><tbody><tr><td rowspan="5">Auditory short-term memory</td><td>Word</td><td>17</td><td>.40</td><td>.07</td></tr><tr><td>Pitch</td><td>17</td><td>.15</td><td>.30</td></tr><tr><td>Item</td><td>17</td><td>.12</td><td>.19</td></tr><tr><td>Order length 3</td><td>17</td><td>.09</td><td>.22</td></tr><tr><td>Order length 4</td><td>17</td><td><strong>.67*</strong></td><td>.14</td></tr><tr><td rowspan="5">Auditory perceptual awareness</td><td>Syllable</td><td>17</td><td>-.02</td><td>-.18</td></tr><tr><td>Phoneme</td><td>17</td><td>.43</td><td>.05</td></tr><tr><td>Interval</td><td>17</td><td>-.42</td><td>.43</td></tr><tr><td>Note</td><td>17</td><td>-.05</td><td>.14</td></tr><tr><td>Timbre</td><td>17</td><td>.02</td><td>-.05</td></tr><tr><td>Auditory attention</td><td>Global</td><td>17</td><td>.14</td><td>.22</td></tr></tbody></table>

*Note.* Correlations are shown (a) across groups, (b) within the group of DYS+A children, (c) within the group of DYS-A children, (d) within the CA control group, and (e) within the RL control group after partialing out age, parents' SES, music education, and nonverbal intelligence. DYS+A: dyslexic children with amusia, DYS-A: dyslexic children without amusia, CA: chronological-age matched controls, RL: reading-level matched controls. *P*-values
SHARED IMPAIRMENTS IN DYSLEXIA AND AMUSIA?

are reported after being Bonferroni-corrected for multiple comparisons. In bold: significant
correlations.

ª The performance of the two RL controls who probably did not understand some of the tasks is not included in the analysis.

* p < .05. ** p < .01. *** p < .001.