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

Fig. 4.

Fig. 4.

Reading performance for regular words, irregular words, and nonwords for all children, dyslexic children, and control children, compared with performance of the multideficit model (MDM), the global-noise model (noise), the phonological-deficit model (phon), and the visual-deficit model (visual). Error bars show 95% confidence intervals.