Developmental dyslexia is defined as deficient literacyacquisition despite adequate intellectual ability and sufficienteducational provision (World Federation of Neurology;American Psychological Association, 2000). The dominanttheory of dyslexia proposes that a phonological processingdeficit – difficulty associating letters with the appropriatesounds – underlies dyslexics’ literacy difficulties (e.g., Beaton,2004; Bradley and Bryant, 1983; Liberman and Shankweiler,1978; Ramus, 2004; Shankweiler and Liberman, 1972; Snowl-ing, 1981, 2000). In addition to phonological and literacy diffi-culties, some dyslexics also demonstrate motor coordinationand balance problems (Fawcett and Nicolson, 1999; Nicolsonet al., 2001; Stoodley et al., 2005), slower information-pro-cessing speed (Nicolson and Fawcett, 1994; Wolf and Obregon,1992) and slower motor processing speed (Stoodley and Stein,2006), as well as low-level visual and auditory deficits (Boetset al., 2008; Stein, 2001b; Talcott and Witton, 2002). Further-more, the impaired ability of dyslexics to learn is often over-looked. While dyslexic children are thought to have normalexplicit learning, implicit learning has been shown to beimpaired (e.g., Stoodley et al., 2006b, 2008; Vicari et al., 2003,2005). Nicolson and Fawcett propose that cerebellar dysfunc-tion can explain many of these symptoms (Nicolson et al.,2001; Nicolson and Fawcett, 2005).