The Nature of Paired Associate Learning Deficits in Chinese Children with Developmental Dyslexia.

In the early learning effect ( Figure 3 ), there was a marginally significant difference in the visual–verbal condition, F (1, 60) = 3.774, p = 0.057, η p 2 = 0.059, and a significant difference in the verbal–verbal condition, F (1, 60) = 4.067, p < 0.05, η p 2 = 0.063, between the dyslexic and control groups, but there was no difference in the verbal–visual, F (1, 60) = 0.023, p > 0.05, η p 2 = 0.000, or the visual–visual condition, F (1, 60) = 0.017, p > 0.05, η p 2 =0.000.

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