Evaluating a new verbal working memory-balance program: a double-blind, randomized controlled trial study on Iranian children with dyslexia

Table 5 Outcomes of mixed between-within ANOVA analyses for the sum of the second and third grade students, when the first-graders were excluded

Outcomes	Time^a			Group^a			Interaction
	f	p-value	η_p²	f	p-value	η_p²	f	p-value	η_p²
	(1–13)	p-value	η_p²	(1–13)	p-value	η_p²	(1–13)	p-value	η_p²
Clinical measures
FDS	73.16	< 0.001	0.86	18.62	0.001	0.61	20.1	0.001	0.63
SCWT	14.1	0.003	0.54	0.29	0.603	0.02	0.42	0.531	0.03
WR	45.16	< 0.001	0.79	26.3	< 0.001	0.69	26.3	< 0.001	0.69
NWR	16.16	0.002	0.57	1.89	0.194	0.14	8.29	0.014	0.41
PD	56.34	< 0.001	0.82	0.9	0.37	0.07	17.12	0.001	0.59
TC	57.83	< 0.001	0.83	0.09	0.77	0.01	5.79	0.033	0.33
CW	22.54	< 0.001	0.65	1.19	0.296	0.09	10.07	0.008	0.46
CoP measures
QO-L (cm)	0.22	0.647	0.02	3.62	0.081	0.23	1.47	0.25	0.2
QO-A (cm²)	1.94	0.189	0.14	1.07	0.321	0.08	16.46	0.002	0.58
QO-MV (cm/s)	0.25	0.628	0.02	3.56	0.084	0.23	1.41	0.258	0.11
QO-AP (SD)	0.24	0.639	0.02	1.17	0.301	0.09	10.05	0.004	0.27
QO-ML (SD)	10.05	0.008	0.46	0.09	0.765	0.01	16.84	0.001	0.58
QC-L (cm)	1.9	0.195	0.14	0.78	0.396	0.06	0	0.993	0
QC-A (cm²)	0.22	0.644	0.02	0.38	0.551	0.03	1.8	0.204	0.13
QC-MV (cm/s)	2.36	0.151	0.16	0.93	0.353	0.07	0.03	0.864	0
QC-AP (SD)	0.03	0.866	0	0.08	0.783	0	6.27	0.028	0.34
QC-ML (SD)	2.23	0.161	0.16	0.08	0.782	0	0.03	0.861	0

Bolded values indicate statistically significant p-values (p < .05)
FDS forward digit span, SCWT Stroop color-word test, WR word reading, NWR non-word reading, PD phoneme deletion, TC text comprehension, CW chain word, CoP center of pressure, QO quite stance-open eyes, L length, A area, MV mean velocity, AP anterior–posterior, ML medial–lateral, QC quite stance-closed eyes
^aBetween-subjects factor ‘Group’ = control group vs. intervention group, and within-subjects factor ‘Time’ = measurement at before and after intervention

ISSN: 1471-2202