Ashburn SM, et al. - In this study, functional MRI (fMRI) and a single word processing task was used in order to investigate for variations in activity and connectivity in children with (n = 23) and without (n = 23) dyslexia difficulty in learning to read precisely and fluently). When word processing, cerebellar activity in the control group was contrasted with fixation, however, not when it was compared with the active baseline task made to exhibit activity specific to reading. No cerebellar activity for either contrasts in the group with dyslexia and no variations when they were contrasted with children without dyslexia were noted. Background functional connectivity (FC) (ie, not particular to reading) was chiefly seen between the cerebellum and the occipitaltemporal cortex when turning to in the controls. In the group with dyslexia, background FC between the cerebellum and several cortical regions was noticed. On contrasting two groups, they varied in background FC in connections between the seed region right crus I and three left-hemisphere perisylvian target regions. Nevertheless, in either group, no task-specific FC for word processing and no between-group variations were observed. Altogether, the results do not suggest the theory that during reading in children with dyslexia, the cerebellum is impacted functionally.