Table 1.
Demographic data, educational history, and performance on standardized tests for the three groups of participants (range, mean and SD in parentheses).
| Control1 | MD | MD/RD | |
|---|---|---|---|
| Gender (boys/girls) | 16/9 | 8/6 | 7/9 |
| Age (years) | 8.2–14.8 (10.4±1.5) |
8.8–11.7 (9.7±.9) |
8.9–12.2 (10.2±1.4) |
| Ethnicity (Caucasian, H, A-AM2) | 6/10/9 | 4/3/8 | 4/3/11 |
| # Retained | 0 | 3 | 8 |
| Special Education (# attended / years) | 1 (RD) / 2 | 4 / 2–3 | 8 / 2–6 |
| WASI Vocabulary (T score) | 39–64@§ (52.4±7.3) |
30–57@ (44.2±8.2) |
37–61§ (42.7±6.4) |
| WASI Matrices SS (T score) | 41–65§ (53.0±7.2) |
31–62@ (48.8±11.9) |
33–54@§ (39.4±10.1) |
| FSIQ | 89–133*@ (106.2±11.7) |
79–117* (94.4±12.0) |
78–118@ (86.4±11.9) |
| WRAT Math SS | 92–120@† (107.5±6.8) |
70–92† (86.6±5.9) |
45–92@ (79.0±13.1) |
| WRAT Reading SS | 83–115§ (99.1±8.5) |
92–120† (106.0±8.6) |
60–92§† (81.2±9.5) |
1
Non math-impaired children included six who experienced reading difficulties (age range: 8.9–11.4 years, mean: 10 years, 3 boys, 1 left handed). Their performance on standardized tests was as follows: WRAT Math: 100.8±9.6, WRAT Reading: 88±4.3, WASI Vocabulary: 52.8±9.9, WASI Matrices: 55.2±8.7, FSIQ: 103.8±14). Pairwise group differences
*
p < .05
@
p < .01
§ †
p < .0001.
2
H: Hispanic, A-AM: African-American.