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

Table 3 Diagnostic validity of CADB-R

Studied cognitive skill	TP	TN	FP	FN	Sensitivity	Specificity	PPV	NPV
Reading comprehension	44	264	57	8	84.6%	82%	43.5%	97%
Auditory-Visual discrimination	41	271	50	11	79%	84%	45%	96%
Auditory discrimination	42	278	43	10	80.8%	87%	49%	97%
Phonological awareness	39	261	60	13	75%	81%	41%	95%
Visuospatial skills	39	266	55	13	75%	83%	41%	95%
Visual discrimination	28	295	26	24	0.0	97	0.0	0.0
Auditory memory	30	260	61	22	58%	81%	33%	92.2%
Total cognitive skills for reading	45	271	50	7	86.5%	84%	45.9%	97%

*TP = True Positive (dyslexics scoring < cut-off); TN = True Negative (control scoring > cut-off), FP = False Positive (control scoring < cut-off); FN = False Negative (dyslexics scoring > cut-off); Sensitivity = TP/(TP + FN); Specificity = TN/(TN + FP); Positive Predictive Value (PPV) = TP/(TP + FP); Negative Predictive Value (NPV) = TN/(TN + FN)