124 Chapter 5 Table 5.3 The Role of Verbal Learning (e.g., Slope T1-T5) in Predicting Percentile Scores of Word Decoding, Pseudoword Decoding, and Spelling Pretest in Children with Dyslexia and Typically Developing Children, Controlled for Immediate Recall; and Cohen’s f2. Word decoding pretest Pseudoword decoding pretest Spelling pretest ∆R2 f2 b ∆R2 f2 b ∆R2 f2 b Step 1 .453*** 0.828 .519*** 1.079 .554*** 1.242 Group -0.673*** -0.720*** -0.744*** Step 2 .056** 0.114 .048* 0.111 .031* 0.072 Group -0.704*** -0.740*** -0.771*** Intercept (T1-T5) 0.152 0.075 0.181* Slope (T1-T5) -0.143 -0.185* 0.098 Step 3 .033 0.072 .015 0.036 .031* 0.081 Group -0.055 -0.317 -0.165 Intercept (T1-T5) 0.403** 0.241 0.421** Slope (T1-T5) -0.082 -0.146 0.155* Group x Intercept (T1-T5) -0.747* -0.494 -0.714* Group x Slope (T1-T5) -0.004 0.005 0.012 Total R2 adj .515 .557 .592* *p< .05. **p< .01 ***p< .001
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