The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade.

Ann Dyslexia · 2017 · PMC5346118 · PMID 27068186

Europe PMC DOI

hedged sentences

0.0800

closest p · 1.6× alpha

0.0800

boldest claim

The sentences

marginally significantp = 0.08so close (0.05 < p ≤ 0.1)

There was no difference between no feedback and phonics feedback ( p = 1.00) and the difference between no feedback and word feedback was marginally significant ( p = 0.08).

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approaching significanceno p-value reported

The interaction of time × reading level was approaching significance.

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