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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
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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.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
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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
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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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