Table 2.
Comparisons of phonological awareness, other reading-related abilities, and Chinese character reading of experimental and control groups and typically developing children after training with IQ and controlling pre-test scores.
| Experimental group (N = 28) | Control group (N = 28) | F(1, 54) | Partial η2 | |||
|---|---|---|---|---|---|---|
| Mean | SD | Mean | SD | |||
| Character reading | 49.29 | 4.39 | 46.14 | 5.24 | 7.23* | 0.12 |
| Onset awareness | 12.04 | 2.32 | 8.04 | 2.36 | 38.42** | 0.42 |
| Rime awareness | 12.82 | 1.89 | 10.21 | 2.35 | 22.59** | 0.30 |
| Lexical tone awareness | 5.18 | 1.63 | 5.14 | 1.41 | 0.25 | 0.01 |
| Rapid naming | 25.19 | 5.19 | 31.29 | 5.61 | 14.39** | 0.21 |
| Orthographic knowledge | 19.18 | 3.92 | 18.32 | 4.90 | 0.01 | 0.00 |
*
p < 0.05,
**
p < 0.01.