Table 3.

Posterior means (PM) and standard deviations (PSD) of the literacy measures for the four languages adjusted for educational level and FL-specific didactical age and Bayes factors (BF) and posterior model probabilities (PMP) of the three models under investigation

Skill	Dyslexia		Gifted + dyslexia		Typically developing		Gifted		Model 0		Model 1		Model 2
	PM	PSD	PM	PSD	PM	PSD	PM	PSD	BF	PMP	BF	PMP	BF	PMP
T1
Dutch
Word reading	63.04	4.33	66.23	6.48	88.49	3.28	90.95	3.99	1.00	.03	13.21	.43	16.54	.54
Spelling	149.91	1.95	154.79	2.96	164.70	1.50	167.29	1.87	1.00	.04	1.95	.08	21.52	.88
English
Word reading	51.03	2.66	55.49	3.75	63.16	1.96	68.36	2.38	1.00	.03	4.63	.16	23.15	.80
Orthographic choice	33.42	0.23	33.65	0.33	35.54	0.17	37.18	0.21	1.00	.03	19.70	.56	14.58	.41
Spelling	13.31	0.45	15.66	0.63	18.20	0.33	20.45	0.40	1.00	.04	1.84	.07	22.84	.89
T2
Dutch
Word reading	69.87	11.36	74.03	10.56	86.31	10.17	94.20	8.37	1.00	.03	11.72	.37	19.18	.60
English
Word reading	58.26	6.11	63.65	5.58	71.03	5.39	78.36	4.43	1.00	.03	5.18	.18	22.65	.79
French
Word reading	26.65	10.94	28.74	10.40	37.37	9.85	43.21	8.18	1.00	.03	13.61	.47	14.54	.50
Orthographic choice	33.33	0.49	33.22	0.47	34.51	0.45	36.70	0.37	1.00	.04	14.79	.59	9.35	.37
German
Word reading	29.61	7.10	31.19	6.92	40.29	6.39	43.75	5.31	1.00	.04	12.93	.47	13.46	.49
Orthographic choice	26.88	1.04	23.38	1.04	26.56	0.95	27.18	0.78	1.00	.66	0.42	.28	0.10	.07

Bold values indicate BFs and PMPs of models that received most support from the data