Table 1.
Descriptive data.
Table 2.
Results of hierarchical regressions.
Figure 1.
Scatterplot of the participants according to their factorial coefficients.
Scatterplot of the dyslexic (triangle) and control participants (empty circle) according to their visual attention (VA) span and phonological factorial coefficients.
Table 3.
Scores and comparisons of the two dyslexic groups, and the two control groups.
Figure 2.
Performances of the dyslexic and control groups on reading tasks.
Number of correct responses (max = 20) and reading times (in seconds) on reading tasks for dyslexics with a VA span deficit (checker board) or a phonological deficit (lines), and chronological age (CA) controls (grey) on regular words (RW), irregular words (IW) and pseudo-words (PW). **p<0,001 between CA controls and both dyslexics groups.
Figure 3.
Performance of the dyslexic and control groups on the spelling tasks.
Correct responses for dyslexics with visual attention span deficit (checker board), dyslexics with phonological deficit (lines), and chronological age (CA) controls (grey) on pseudo-word (PW), regular word (RW), inconsistent words (INCW) and exception words (EW) stimuli for spelling tasks. *p<0,01; **p<0,001 between CA controls and both dyslexics groups.
Table 4.
Example of the error types considered in reading and spelling.
Figure 4.
Percentage of each type of errors for both dyslexic groups.
Percentage of each type of errors for dyslexics with visual attention span deficit (checker board) and dyslexics with phonological deficit (lines), on reading tasks (A), on spelling tasks (B) and phonologically plausible errors on spelling tasks (PPE and expanded PPE) and on irregular word reading task (C). *p<0,05; **p<0,01; ***p<0,001.
Table 5.
Comparison of the two dyslexic groups on error types.