Introduction: In 1999-2000, 2.8 million public school students obtained services for learning disabilities, with 70 – 80% having reading difficulties associated with dyslexia (US Department of Education, 2002). Although rarely the focus of research or remediation, motor coordination deficits evident in dyslexic individuals may affect their performance in physical education, sport and activities of daily living (Nicolson & Fawcett, 1994). This study examined the intra- and interlimb coordination characteristics of dyslexic and typically-developing children between the ages of 7 – 12 years during a dual motor task (DMT) performance to determine the effects of short-term practice on dual motor task performance when an auditory pacing signal (metronome) was provided. Methods: Fifty-five children participated (22 typically developing, 33 dyslexic) clapped while walking with no cues or instructions for 3 trials before completing 4 blocks of 4 trials where they clapped and walk to a metronome signal set at their preferred walking frequency. Finally, they performed the dual motor task again with no metronome signal. Interlimb measures were mean relative phase (MRP) between limb girdles, and standard deviation of MRP (VRP). Intralimb measures were period of clap and of step (PS, PC), and standard deviation of clap and step period (SDS, SDC). These measures were compared using a MANCOVA with age as the covariate. Results: There were no significant differences in any dependent measure between the groups prior to the intervention. Practice did result in changes, but did not affect the groups differently. In the intralimb measures, there were significant differences in PS and PC between the first trial and all other trials; participants in both groups decreased PC and PH (e.g. increased frequency) in the first practice block and maintained the higher frequency in the post test. For the TD group, SDS decreased over the practice trials, but increased in the post test. For the dyslexic group, SDS continually declined over the course of the experiment. Conclusions: Statistically, the short term training did not lead to differences in interlimb coordination, but several possible explanations for this make it difficult to determine if no differences exist or if those differences are masked. Variability within each group was large. Also, the dyslexic group was involved in intensive physical education programming within their school (3 – 5 days a week), which may have improved their coordination. Future studies should make use of narrower age bands, different grouping variables (e.g. score on MABC) and a longer intervention period.Keyword(s): motor skills, research