Table 2.
Behavioral measures of reading and language
| Dyslexic-reading children
|
Normal-reading children
|
|||||||
|---|---|---|---|---|---|---|---|---|
| Pretraining | Posttraining | T-stat | P | 1st scan | 2nd scan | T-stat | P | |
| Reading: WJ-RMT | ||||||||
| Word ID | 78.2 (56–95) | 86.0 (72–99) | 3.9 | 0.0005 | 109.0 (95–120) | 108.3 (97–126) | 0.6 | 0.6 |
| Word Attack | 85.5 (72–102) | 93.7 (82–109) | 6.8 | 0.0001 | 112.3 (99–132) | 109.4 (99–125) | 1.1 | 0.3 |
| Passage Comp | 83.3 (51–103) | 88.9 (77–107) | 2.9 | 0.005 | 112.8 (104–120) | 110.3 (100–122) | 1.8 | 0.03 |
| Language: CELF-3 | ||||||||
| Receptive | 92.5 (69–120) | 101.3 (75–122) | 3.6 | 0.001 | 118.6 (108–135) | 121.8 (108–139) | 1.5 | 0.2 |
| Expressive | 95.0 (61–125) | 102.2 (80–150) | 2.8 | 0.006 | 112.3 (102–125) | 113.8 (92–139) | 0.5 | 0.6 |
| Rapid Naming | 79.1 (35–97) | 86.5 (67–103) | 2.8 | 0.006 | 106.8 (94–121) | 104.3 (82–124) | 0.9 | 0.4 |
Range is given in parentheses. T-stat for paired t test. P value: one tailed for dyslexics, two tailed for controls. WJ-RMT, Woodcock–Johnson Reading Mastery Test; CELF, Comprehensive Evaluation of Language Fundamentals.