Table 1.

Before training. Results of children with dyslexia (DysMus and DysPaint) and of typically developing readers (TD) who were matched on reading age, on measures of memory, on verbal and nonverbal intelligence, on phonology, on reading regular words, irregular words and pseudo-words, and on visual and auditory attention. For each test, the number in brackets (e.g., /44) corresponds to maximum score.

Test	TD	DysM.	DysP.	F(2,40)	Post hoc comparisons
Chronological age (month)	99.14	122.91	129.00	60.25, p < 0.001	DysM. vs. TD: p < 0.001 DysP. vs. TD: p < 0.001 DysM. vs. DysP.: ns
Reading age a (month)	92.44	87.24	86.27	F < 1
Memory b Digit Span (/32)	13.38	11.45	11.73	3.71, p = 0.03	DysM. vs. TD: p < 0.05 DysP.vs TD: ns DysM. vs. DysP.: ns
Verbal IQ Similarities (/44) b	15.67	17.73	18.36	F < 1
Nonverbal IQ Symboles (/60) b	16.38	20.73	16.82	2.16, p = 0.13
Nonverbal IQ Progressive Matrices (/36) c	26.81	28.91	27.64	F < 1
Phonologyd RAN (seconds)	28.58	27.18	29.45	F < 1
Phonology d Phoneme Deletion (/10)	5.58	5.54	4.82	F < 1
Phonology d Phoneme Fusion (/10)	5.92	5.64	5.18	F < 1
Phonology d Nonword repetition (/20)	17.58	16.64	17.09	F < 1
Reading irregular words (/20)	7.91	4.45	6.90	2.24, p = 0.15
Reading regular words (/20)	14.27	9.27	12.36	3.07, p = 0.08
Reading of pseudowords (/20)	13.60	8.82	10.08	7.84, p < 0.03	DysM. vs. TD: p < 0.02 DysP. vs. TD: p < 0.05 DysM. vs. DysP.: ns
Attention e Visual Attention Score (/45)	17.08	16.00	18.09	F < 1
Attention e Auditory Attention (/132)	93.92	84.36	89.27	F < 1
Attention e Orientation (/10)	6.56	7.45	7.18	F < 1
Attention e Visuomotor precision (/52)	22.42	25.36	24.09	F < 1
Attention e Arrows (/30)	19.33	20.73	20.09	F < 1

^a Alouette Standardized Reading Test. ^b Wechsler Intelligence Scale for Children WISCIV. ^c Progressive Matrices PM47. ^d ODEDYS. ^e NEPSY.