We used visual vERPs in the Oddball paradigm. Participants were asked to detect target words among standard, simple words (the Oddball task protocol). Amplitude and latency of the P300 wave were recorded. Standard reading tests (speed and precision) were run in the same patients. Data were analyzed by one-way ANOVA followed by Student’s t-test for paired comparisons. Pearson r coefficients were calculated, aiming to identify correlations between reading speed and reading precision on one hand and P300 amplitude and latency, on the other. A p<0.05 was considered significant. The children's records have their inclusion number ; Dyslexic children n = 15 8.10.13.15.16.21.22.27.28.31.32.34.35.36.37 Preterm Children :n =10 14.18.19.33.42.45.46.47.50.52. excluded 54.55.15.62.63 Normo readers Children : n= 17 1.2.3.4.5.6.7.9.11.12.17.20.23.24.26.29.30