Table 1.

Descriptive characteristics (mean ± standard deviation) of performance on cognitive-linguistic measures and MSTT in children who exhibited at least one occurrence of SR are compared to children with no SR.

Task	Children with no SR (n = 21)	Children with SR (n = 22)	p-Value
	Mean ± SD	Mean ± SD
Reading speed	39.52 ± 14.774	27.91 ± 11.625	0.006**
Reading accuracy	65.62 ± 11.478	62.41 ± 8.776	0.308
Reading completion	140.19 ± 115.348	180.73 ± 84.759	0.195
Reading pseudowords	9.57 ± 1.326	9.18 ± 1.259	0.329
Writing words	25.52 ± 4.622	22.32 ± 4.834	0.032*
Writing pseudowords	7.95 ± 2.179	6.68 ± 2.009	0.053
Alliteration	8.62 ± 1.687	7.86 ± 1.859	0.171
Rhyme detection	17.38 ± 3.008	15.77 ± 2.724	0.073
Syllable segmentation	11.76 ± 0.539	11.32 ± 1.041	0.089
Auditory word discrimination	18.95 ± 0.218	18.32 ± 1.323	0.036*
Rhythm production	6.1 ± 1.670	4.23 ± 1.901	0.001**
Word sequence	4.29 ± 1.007	3.41 ± 1.054	0.008**
Pseudoword repetition	20.9 ± 2.448	20.77 ± 1.798	0.841
Verbal number sequence backward	4.67 ± 1.560	4.32 ± 1.524	0.463
Shapes copying	5.62 ± 1.564	4.18 ± 2.281	0.021*
Figure order	5.76 ± 1.221	5.55 ± 1.101	0.545
Figure rotation error	2.38 ± 3.457	2.23 ± 2.844	0.874
Rapid figure identification	37.52 ± 8.875	38.55 ± 7.385	0.683
Rapid number identification	44.57 ± 10.708	43.14 ± 6.628	0.598
MSTT	15.29 ± 3.964	9.45 ± 4.044	0.001**

Asterisks indicate significance (

^*p < 0.05,

^**p < 0.01,

^***p < 0.001).