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?????? Based on previous evidence on the developmental sequence of PA (rhyme, syllable, and phoneme) it was predicted that the comparison group would score higher on the rhyme detection, syllable blending, phoneme isolation, and phoneme blending tasks, as well as in WM tasks (backward digit recall, counting recall, and listening recall).The one-way ANOVAs revealed that the at-risk group did score lower on all seven tasks: rhyme detection, F(1,38) 185.139, syllable blending, F(1,38) 257.139; phoneme isolation, F(1,38) = 447.264; backward digit recall, F(1,38) 89.223; counting recall, F(1,38) 71.849; and listening recall, F(1,38) 52.073, respectively.Rhyme, syllable, and phoneme task scores were each significantly, positively correlated with the three WM tasks

A series of one-way ANOVAs was conducted to detect differences between the group at risk for dyslexia and their counterparts for each variable.These differences were significant at the p<.001 level, even after adjusting the alpha level using the Bonferroni correction (a = .05/7-.007), confirming that the difference between groups was greater than the difference within groups (Cabin & Mitchell, 2000).To compare the performance of the two groups on the aforementioned PA and WM measures, analyses of variance (ANOVAs) were conducted.This is an indication of possible systematic bias in the sample data, but ANOVA is very robust to the violation of such assumption (Eisenhart, 1947).as ew por th ey eir est he s' d g of 3.3 Data Analysis Using SPSS 20 (2011).Pearson correlations were calculated to examine the relationship between the PA and WM measures.In order to determine relationships between the variables, Pearson correlations for the subtests were calculated.However, the variance of two of the WM measures, counting recall and listening recall, did not pass the Levene's test of homogeneity of variances. aship bool en at kills ween abic both e in s in 92).Overall, all participants completed about half of the PA tasks correctly (M-5.45 -5.80, SD-36-53). In terms of WM, at-risk participants performed poorly on all three tasks (M 4.4-8.88, SD .297-.627).Results Means, standard deviations, and ranges were calculated for the al- risk group and their counterparts (see Table 1).tral 5 is 1). in rak, 3).4.-11-

النص الأصلي

مواسات
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3.3 Data Analysis
Using SPSS 20 (2011). Pearson correlations were calculated to
examine the relationship between the PA and WM measures. To compare
the performance of the two groups on the aforementioned PA and WM
measures, analyses of variance (ANOVAs) were conducted.
4. Results
Means, standard deviations, and ranges were calculated for the al-
risk group and their counterparts (see Table 1). Based on previous
evidence on the developmental sequence of PA (rhyme, syllable, and
phoneme) it was predicted that the comparison group would score higher
on the rhyme detection, syllable blending, phoneme isolation, and
phoneme blending tasks, as well as in WM tasks (backward digit recall,
counting recall, and listening recall). Overall, all participants completed
about half of the PA tasks correctly (M-5.45 -5.80, SD-36-53). In
terms of WM, at-risk participants performed poorly on all three tasks (M
4.4-8.88, SD .297-.627).
In order to determine relationships between the variables, Pearson
correlations for the subtests were calculated. Rhyme, syllable, and
phoneme task scores were each significantly, positively correlated with
the three WM tasks

A series of one-way ANOVAs was conducted to detect differences
between the group at risk for dyslexia and their counterparts for each
variable. The one-way ANOVAs revealed that the at-risk group did score
lower on all seven tasks: rhyme detection, F(1,38) 185.139, syllable
blending, F(1,38) 257.139; phoneme isolation, F(1,38) = 447.264;
backward digit recall, F(1,38) 89.223; counting recall, F(1,38)
71.849; and listening recall, F(1,38) 52.073, respectively. These
differences were significant at the p

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