Table 4.

Phonological and reading tasks.

Task	Type of measure	T1 mean (s.d.)	T2 mean (s.d.)	T3 mean (s.d.)	T4 mean (s.d.)	T1/T2		T2/T3			T3/T4
						T-test	P-value	T-test	P-value	Effect size	T-test	P-value
Pseudo-word repetition	Pseudo-word span	21.08 (8.83)	21.5 (6.20)	24.75 (6.16)	26.50 (6.15)	0.21	0.84	2.57	0.03*	0.52	1.48	0.17
Reading in 1 min (LUM)	Nb items read (s.d. from norm)	−2.24 (1.32)	−2.12 (1.49)	−1.66 (1.59)	−1.64 (1.64)	1.34	0.20	5.59	0.001***	0.29	0.20	0.85
Phoneme fusion (s.d. from norm)	Phonemic fusion score	−0.86 (0.96)	−0.58 (0.86)	0.04 (0.73)	−0.05 (0.80)	1.04	0.32	2.90	0.01**	0.78	0.70	0.50
	Time phoneme fusion	−0.31 (1.19)	−0.29 (1.15)	−0.02 (1.13)	0.06 (0.86)	0.32	0.75	1.94	0.07		0.46	0.65

Children' levels of performance were measured at T1 (6 weeks before CMT started) at T2 (just before CMT), at T3 (just after CMT), and at T4 (6 weeks after CMT ended). Mean and standard deviation or s.d. from norm (whenever indicated) are reported for each task. Student T-tests and p-values were computed and significant improvements are in bold (

^***p < 0.001;

^**p < 0.01;

^*p < 0.05). Effect sizes are also reported when relevant (Cohen's d).