Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study
Table 1
Demographic characteristics of participants included in the analysis and those excluded because they did not complete the follow-up. Comparisons were made by chi-square (), independent samples -test (°), and Mann-Whitney test (). Reported data are number of patients with percentages shown in brackets, unless specified otherwise.
Participants
Included
Excluded
(%)
126 (79.2)
33 (20.8)
Gender, (%)
Male
68 (54.0)
21 (63.6)
0.319
Female
58 (46.0)
12 (36.4)
Socioeconomic status, (%)
Low SES
23 (18.3)
6 (22.2)
0.633
Medium-high SES
103 (81.7)
21 (77.8)
Nonverbal IQ, mean (SD)
109.1 (9.4)
107.5 (10.4)
0.375°
Confrontation naming score (correct answers) at the end of the first grade, mean (SD)
32.0 (6.6)
30.4 (8.4)
0.240°
Reading fluency (number of syllables read in one second) at the end of the first grade, mean (SD)
1.2 (0.6)
1.1 (0.8)
0.296°
Reading accuracy (number of errors) at the end of the first grade, median (range)
3.5 (0–22)
4.5 (0–18)
0.350
Reading comprehension score (number of correct answers) at the end of the first grade, median (range)
