Table 1.
Reading measures in participants (children with reading difficulties and typical readers) prior to (Test 1) and following (Test 2) training with the Reading Acceleration Program.
| Ability | Test | RD group |
TR group |
|||||
|---|---|---|---|---|---|---|---|---|
| Test 1(A) | Test 2(B) | Test 1(C) | Test 2(D) | F test | Contrast | t-Score (P value) | ||
| Word recognition | TOWRE (SWE) (percentile) | 12.6 (13.7) | 18.66 (17.62) | 56.45 (20.28) | 73.35 (16.08) | Test: [F(1,38) = 25.87*** ή2 = 0.41] Group: [F(1,3) = 87.86*** ή2 = 0.70] Interaction: [F(1,38) = 4.59* ή2 = 0.11] |
A < B |
−2.43* |
| A < C |
−9.09*** |
|||||||
| B < D |
−12.31*** |
|||||||
| C < D | −5.43*** | |||||||
| Nonword decoding | TOWRE (PWE) (percentile) | 9.69 (12.03) | 17.06 (17.49) | 59.8 (20.18) | 74.7 (19.14) | Test: [F(1,38) = 17.39*** ή2 = 0.405] Group: [F(1,38) = 98.18*** ή2 = 0.72] |
A < B |
−2.74** |
| A < C |
−11.57*** |
|||||||
| B < D |
−12.31*** |
|||||||
| C < D | −4.75*** | |||||||
| Contextual reading speed (per letter) | Acceleration speed (ms/letter) (from the RAP) |
166.88 (60.3) | 125.91 (44.1) | 103.55 (39.58) | 71.57 (19.17) | Test: [F(1,36) = 13.59** ή2 = 0.27] Group: [F(1,36) = 32.69*** ή2 = 0.48] |
A > B |
2.32* |
| A > C |
3.780*** |
|||||||
| B > D |
5.01*** |
|||||||
| C > D | 4.56*** | |||||||
| Contextual reading speed (per paragraph) | GORT-IV, Fluency (percentile) | 11 (7.66) | 14.67 (10.62) | 59.3 (19.77) | 71.9 (17.74) | Test: [F(1,39) = 32.80*** ή2 = 0.46] Group: [F(1,39) = 144.30*** ή2 = 0.79] Interaction: [F(1,39) = 10.86** ή2 = 0.22] |
C < D |
−6.39** |
| A < C |
−10.04*** |
|||||||
| B < D | −12.38** | |||||||
| Contextual comprehension | Acceleration comprehension (percentile) (from the RAP) | 64 (6.97) | 88.37 (7.2) | 96.36 (5.35) | 95.86 (6.39) | Test: [F(1,39) = 65.26*** ή2 = 0.64] Group: [F(1,39) = 168.75*** ή2 = 0.82] Interaction: [F(1,39) = 70.93*** ή2 = 0.66] |
A < B |
−10.46 |
| A < C |
−16.14*** |
|||||||
| B < D | −3.39** |
|||||||
Results are presented as mean (standard deviation) of reading measures before (Test 1) and after (Test 2) training intervention in RD versus TR. Results for the F test from the RM ANOVA as well as post-hoc t-tests are provided. Contrasts for the t-test analyses are provided in the right column. All results were corrected for multiple comparisons, per test, using Bonferroni correction.
RD, children with reading difficulties; TR, typical readers; TOWRE, test of word reading efficiency; SWE, site word efficiency; PWE, pseudoword efficiency; RAP, Reading Acceleration Program; GORT-IV, Gray oral reading test.
P < 0.05.
P < 0.01.
P < 0.001.