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. 2019 Feb 7;30(3):386–395. doi: 10.1177/0956797618823540

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© The Author(s) 2019

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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Fig. 2. — Predicted versus actual reading performance. The bar graphs (a) show the proportion of correct responses for regular words, irregular words, and nonwords by the multideficit model (MDM) and humans, separately for all children (N = 622), children with dyslexia (n = 388), and normally developing children (controls; n = 234). Error bars show 95% confidence intervals. The scatterplots (b) show the relationship between predicted and actual individual reading scores for regular words, irregular words, and nonwords for all children.