<p>a) fNIR-features that showed significant between-group differences. b). fNIR-features that showed both significant group and task effects. c) fNIR-features that showed significant task. Error bars represent group’s standard deviation.</p
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
<p>Error bars represent the confidence intervals surrounding the means (CI = 95%). For both tasks, p...
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
<p>The dyslexic (dark line) and skilled (light line) readers’ mean (a) accuracy and (b) reaction tim...
<p>Greater activation for Fast > Slow contrast for Typical Readers versus Medium > Slow contrast for...
<p>a) fNIR-features that showed significant between-group differences.</p><p>b) fNIR-features that s...
<p>Fixation disparity during reading and dot scanning experiments (for the subgroup of dyslexic chil...
<p>Comparisons of the two dyslexic groups, with phonological deficit (P) and with visual attention s...
One hundred eighteen participants identified as having dyslexia were matched on grade, gender, race/...
<p>Mean Accuracy (in Percentages) and Reaction Times (RTs, in ms) of Regular and Dyslexic Readers in...
There is growing evidence that statistical learning, the ability to detect statistical regularities ...
a<p>Raw scores b T scores (M = 50, SD = 10) c C scores (M = 5, SD = 2).</p><p>* For RAN, basic react...
Objective: The objective of the current study was to determine if dyslexics show deficiencies in vis...
<p>On the right, score differences between the proficient children and the children with dysgraphia ...
<p>Percentage of each type of errors for dyslexics with visual attention span deficit (checker board...
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
<p>Error bars represent the confidence intervals surrounding the means (CI = 95%). For both tasks, p...
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
<p>The dyslexic (dark line) and skilled (light line) readers’ mean (a) accuracy and (b) reaction tim...
<p>Greater activation for Fast > Slow contrast for Typical Readers versus Medium > Slow contrast for...
<p>a) fNIR-features that showed significant between-group differences.</p><p>b) fNIR-features that s...
<p>Fixation disparity during reading and dot scanning experiments (for the subgroup of dyslexic chil...
<p>Comparisons of the two dyslexic groups, with phonological deficit (P) and with visual attention s...
One hundred eighteen participants identified as having dyslexia were matched on grade, gender, race/...
<p>Mean Accuracy (in Percentages) and Reaction Times (RTs, in ms) of Regular and Dyslexic Readers in...
There is growing evidence that statistical learning, the ability to detect statistical regularities ...
a<p>Raw scores b T scores (M = 50, SD = 10) c C scores (M = 5, SD = 2).</p><p>* For RAN, basic react...
Objective: The objective of the current study was to determine if dyslexics show deficiencies in vis...
<p>On the right, score differences between the proficient children and the children with dysgraphia ...
<p>Percentage of each type of errors for dyslexics with visual attention span deficit (checker board...
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
<p>Error bars represent the confidence intervals surrounding the means (CI = 95%). For both tasks, p...
<p>*<i>P</i><.05;</p><p>**<i>P</i><.01;</p><p>***<i>P</i><.001, ns = nonsignificant.</p
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