Even though this difference did not reach statistical significance, it hints at a strategy, which we noticed by listening to the children: When they were not sure, children in group C often made an effort to find the name, while children in group DD more often gave up earlier and said “I don`t know” (see error rate below), but in all other cases they named the character spontaneously and quickly.
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Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia?
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The sentences
In our previous study [ 30 ], we found a highly significant difference between children with and without dyslexia while reading text, which is why we used it as the basis for our calculations: The required sample size was computed a priori using a two-tailed model with an underlying assumed min ARE distribution.