The objective measures used in this study support previous results indicating that even compensated dyslexic university students continue to exhibit a high rate of word reading errors, dysfluent reading, and lower capacity of working memory compared to age-matched controls (see [1] for review). The data also confirm previous findings [8] of lower ERN amplitudes in dyslexic subjects compared to controls. Despite being compensated adult dyslexic university students who had been exposed to printed materials for years and supported by remedial reading programs, their error detection system was functioning at a suboptimal level. It is conceivable that both the decoding inaccuracy and dysfluency in word reading that are at the core of the definition of dyslexia [2] are due, at least in part, to an inadequately functioning error detection monitoring system. This, in turn, reduces awareness of decoding mistakes during reading, making their subsequent correction more difficult.
