Greater audiovisual integration with executive functions networks following a visual rhythmic reading training in children with reading difficulties: An fMRI study.

A Group × Time interaction approached significance, F (1, 72) = 2.8, p = 0.097, η 2 = 0.038 ( Figure 3 ), with post hoc t tests indicating greater improvement in Aud-Vis FC among children with RD ( p = 0.005, d = 0.75) compared with typically reading peers ( p = 0.089, d = 0.44).

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