. Author manuscript; available in PMC: 2009 Oct 5.

Published in final edited form as: Ann Dyslexia. 2009 Apr 25;59(1):34–54. doi: 10.1007/s11881-009-0022-0

Table 1.

Means, standard deviations, significant differences, and effect sizes on basic descriptor variables

Measure	TD		S-RCD		GRD		ES	ES	ES
	M	SD	M	SD	M	SD	TD v. S-RCD	TD v. GRD	S-RCD v. GRD
Age	11.67	1.63	12.27	1.30	11.65	1.46	0.41	0.01	0.45
FSIQ	114.62	12.67^,^*	93.06	14.00	94.00	11.77	1.61	1.69	−0.08
Basic reading	105.57	6.53^*	102.22	5.22^***	83.48	5.60	0.57	3.63	3.46
WRMT/NU Passage comprehension	111.67	9.50^,^*	98.88	9.14^***	86.78	5.76	1.37	3.17	1.59
GORT-4 Comprehension^a	13.10	1.51^,^*	6.47	1.66^***	8.67	1.85	4.18	2.62	1.25
DuPaul inattention^b	63.93	31.48	72.42	31.30	81.29	23.20	0.27	0.63	0.32
DuPaul hyperactivity^b	48.06	32.98	52.12	37.58	60.43	33.88	0.11	0.37	0.23

GORT-4 Comprehension score is based on a scaled score, mean=10, SD±3

DuPaul Inattention and Hyperactivity scores are based on a percentile rank; all other scores are based on a standard score, mean=100, SD±15

p<0.05 TD versus GRD;

^**

p<0.05 TD versus S-RCD;

^***

p<0.05 GRD versus S-RCD