Training second-grade dyslexic students using a computerized program in Asyut, Egypt

Table 2 Contrasted group validity

Studied reading cognitive skill	Poor achiever (N = 52)	Good achiever (N = 26)	T	P-value	95% CI
Studied reading cognitive skill	Mean ± SD	Mean ± SD	T	P-value	95% CI
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