Table 4. Values are the differences (in ms) between RTs for zigzag novel words in various conditions. Individual and group differences are presented. Results allow isolating the amount of learning due to learning format from learning items in individual children (as well as averaging the two case series of children). For each child we measured the RT difference (in ms) between a) pre- (baseline) and post-training for the same materials: this difference expresses the learning of both materials and format; b) the RT difference at the end of training (post) between untrained and trained items; this difference expresses the learning of materials presented in the zigzag format; c) the RT difference between baseline (pre) and untrained materials (post): this difference expresses the learning of the zigzag format.

	a) Learning of items and format	b) Learning of items	c) Learning of format		a) Learning of items and format	b) Learning of items	c) Learning of format
Children with dyslexia	baseline (pre) minus trained (post)	untrained (post) minus trained (post)	baseline (pre) minus untrained(post)	Typically developing readers	baseline (pre) minus trained (post)	untrained (post) minus trained (post)	baseline (pre) minus untrained (post)
MS	70	284	−214	AR	195	80	115
DB	155	107	48	MA	125	82	43
AD	89	114	−25	GI	88	135	−47
VG	260	71	189	IA	598	41	557
MA	336	354	−18	LI	372	178	194
Average	182.0	186.0	−4.0	Average	275.6	103.2	172.4
SD	113.7	125.0	145.5	SD	210.7	53.5	232.7