. 2021 Jul 19;12:646849. doi: 10.3389/fpsyg.2021.646849

Table 2.

Means, standard deviations (SD) of reading and writing skills, and statistically significant differences between ASD and TD adolescents.

	ASD (n = 30)		TD (n = 26)		F _{(1, 51)}	p	$η_{p}^{2}$
	M	SD	M	SD	F _{(1, 51)}	p	$η_{p}^{2}$
Reading skills
P. Reading accuracy	38.07	2.13	39.19	1.87	3.82	0.056	0.07
P. Reading speed	42.60	18.3	33.50	12.3	4.18	0.046	0.07
P. Comprehension	12.80	4.33	14.31	3.95	0.87	0.354	0.01
P. Comprehension L	6.50	2.16	7.54	2.10	2.26	0.139	0.04
P. Comprehension I.	5.90	2.51	6.85	2.05	1.59	0.212	0.03
RC. Flexibility	7.97	2.14	9.73	1.18	14.62	0.000^*	0.22
Writing skills
Productivity	63.1	44.3	94.2	31.8	7.78	0.007^*	0.13
Syntactic C	2.13	1.04	3.07	0.74	13.40	0.001^*	0.21
Coherence S	1.03	0.96	1.15	0.78	0.04	0.826	0.00
Coherence Ch	1.63	0.61	1.96	0.19	4.72	0.034	0.08
Coherence C	1.26	0.94	1.84	0.46	6.51	0.014	0.11
Coherence R	0.90	0.66	1.50	0.76	7.63	0.007^*	0.13

P. (PROLEC), P. comprehension (PROLEC reading comprehension), P. Comprehension L. (PROLEC literal comprehension), P. Comprehension I (PROLEC inferential comprehension), RC. Flexibility (Reading Comprehension Mental flexibility), Syntactic C (Syntactic complexity), Coherence S (Setting), Coherence Ch (Character), Coherence C (Conflict), and Coherence R (Resolution).

p < 0.008 (Bonferroni correction).