PMC

(Z>2.0; P corrected; P = 0.05). R = right.

Spelling (percentile rankings of the HSP) and reading comprehension (ELFE T-scores). For descriptive reasons, the pre-test scores of the CG group are presented.

1: Increases of activation after the intervention for the TG (left), compared to increases of activation without intervention for the WG (right), during the condition pseudowords. 2: Interaction Effect: Increased activation for the TG (compared to the WG) and for the WG (compared to the TG) during the condition misspelled words. (Z>2.0; P corrected; P = 0.05). R = right.

Pre-Intervention: 1: Activation during the condition misspelled words (relative to rest), 2: Activation during the condition pseudowords (relative to rest). Figures on the left represent contrasts between controls and the TG, and figures on the right contrasts between controls and the WG (Z>2.0; P corrected; P = 0.05). R = right. A more detailed representation of these contrasts is presented in and .

Correctly spelled words, misspelled words, pseudowords and a fixation cross were presented in a randomized order for three seconds. In each lexical decision condition, children were instructed to respond by either pressing the “correct” button with the index finger or the “misspelled/pseudoword” button with the middle finger on the response console. Responses were given with the right hand and recorded and logged for further analyses. The children did not receive feedback to their responses.