Table 5.

Primary accuracy scores of word learning tasks by group, effect size, and significance of pairwise comparisons.

	Group scores				Effect size (Hedge's g) and significance of pairwise comparisons
Task	TD (n = 90)	DLD (n = 53)	DYS (n = 32)	DLD + DYS (n = 69)	TD vs. DLD	TD vs. DYS	TD vs. DLD + DYS	DLD vs. DYS	DLD vs. DLD + DYS	DYS vs. DLD + DYS
Naming M (SD)	1.59 (1.35)	1.21 (1.32)	0.69 (0.74)	0.90 (1.07)	0.284	0.737*	0.558*	0.457	0.262	−0.215
Listening M (SD)	5.56 (1.59)	4.83 (1.87)	4.09 (1.45)	3.48 (1.80)	0.430	0.945*	1.235*	0.429	0.737*	0.359
Drawing M (SD)	4.30 (1.96)	3.53 (2.07)	2.59 (1.74)	2.29 (1.70)	0.385	0.897*	1.085*	0.481	0.663*	0.175
Describing a M (SD)	9.93 (5.48)	6.92 (3.64)	7.16 (4.37)	5.43 (4.26)	0.616*	0.531*	0.902*	−0.061	0.372	0.403
Finding M (SD)	5.98 (1.92)	5.26 (2.34)	4.19 (2.16)	4.17 (2.22)	0.345	0.902*	0.881*	0.470	0.480*	0.009

Note. Pairwise comparisons used Tukey's honestly significant difference test to maintain an experiment-wise Type I error rate of .05 for each model. Asterisks indicate a comparison is significant at the .05 level. TD = typical development; DLD = developmental language disorder; DYS = dyslexia.

^a The describing task had a maximum possible accuracy score of 40. The maximum score achieved by participants in the sample was 28. All other word learning tasks had a maximum accuracy score of 8.