Table 2 Contrasted group validity
From: Training second-grade dyslexic students using a computerized program in Asyut, Egypt
| Studied reading cognitive skill | Poor achiever (N = 52) | Good achiever (N = 26) | T | P-value | 95% CI |
|---|---|---|---|---|---|
| Mean ± SD | Mean ± SD | ||||
| Reading achievement test | 18.46 ± 5.65 | 40.0. ± 0.0 | 19.37 | 0.0001 | − 23.75: − 19.32 |
| Reading comprehension | 55.56 ± 8.39 | 62.96 ± 6.22 | 9.89 | 0.0001 | − 22.11: − 14.47 |
| Visual discrimination | 21.17 ± 3.60 | 23.77 ± 0.65 | 3.64 | 0.0001 | − 4.02: − 1.18 |
| Auditory discrimination | 9.38 ± 4.28 | 17.92 ± 3.32 | 8.90 | 0.0001 | − 10.45: − 6.63 |
| Phonological awareness | 14.63 ± 5.03 | 24.19 ± 4.24 | 8.65 | 0.0001 | − 11.09: − 6.95 |
| Visuospatial skills | 12.21 ± 4.05 | 18.08 ± 2.21 | 6.88 | 0.0001 | − 7.56: − 4.17 |
| Audio-visual correspondence | 21.27 ± 4.18 | 28.77 ± 2.07 | 8.61 | 0.0001 | 9.23: − 5.77 |
| Auditory memory | 5.87 ± 2.21 | 8.12 ± 1.40 | 4.73 | 0.002 | − 3.20: − 1.30 |
| Reading ability score | 129.10 ± 23.97 | 184.19 ± 13.74 | 10.84 | 0.0001 | − 65.22: − 44.97 |