Table 5.

Bivariate correlations between abilities were measured on Regular and Irregular words and Pseudowords, time-course of visual spatial attention (VSA; RT difference between cuing effect at 350 and 100 ms SOA), time-course of visual temporal attention (VTA; identification accuracy mean in O+noise condition), pseudowords phoneme blending (number of correct pseudowords), and a pseudoword short term memory (number of correct phonemes).

	Regular words reading (%)	Irregular words reading (%)	Pseudowords reading (%)	Number of correct pseudowords	Number of correct phonemes	VTA
(A)
Irregular words reading (%)	0.937**	–
Pseudowords reading (%)	0.691**	0.739**	–
Number of correct pseudowords	0.336	0.436*	0.463**	–
Number of correct phonemes	0.172	0.350*	0.159	0.574**	–
VTA	0.056	0.120	0.333*	−0.063	0.012	–
VSA	−0.322	−0.374*	−0.476**	−0.239	−0.325	−0.517**
(B)
Irregular words reading (%)	0.932**	–
Pseudowords reading (%)	0.717**	0.743**	–
Number of correct pseudowords	0.430**	0.502**	0.543**	–
Number of correct phonemes	0.301**	0.439**	0.372**	0.613**	–
VTA	0.117	0.206	0.310**	0.168	0.181	–
VSA	−0.267**	−0.347**	−0.267*	−0.203	−0.255*	−0.295*

Bivariate correlations computed in dyslexic children (N = 32) are reported in the A. Bivariate correlations computed in the entire sample (N = 75) are reported in the B.

^*Correlation is significant at the 0.05 level.

^**Correlation is significant at the 0.01 level.