68 Chapter 3 No significant effects of the three main precursors (phonological awareness, rapid automatized naming, and verbal working memory) were found on spelling and pseudoword and word reading. In other words, the change per session could not be predicted from individual variation in precursor measures, and the intervention seems therefore robust to variation in the cognitive profiles. The control variables perceptual cognitive skills and pretest scores did not influence the mean change per session for reading. However, for spelling, this was the case. First, the higher the scores on perceptual cognitive skills, the larger the change per session on spelling. Second, the lower the pretest percentile score, the larger the change per session on spelling. Table 3.3 depicts the results. Table 3.3Summary of Multiple Linear Regression. Pseudoword reading Word reading Word spelling Adj. R2 B Adj. R2 B Adj. R2 B Step 1 (Constant) -.051 .208*** .048 .155*** .130* .266*** Phonological awareness -.016 .035 .089 Rapid automatized naming -.025 -.024 -.083 Verbal working memory .022 .069 .011 Step 2 (Constant) .009 .194*** .048 .155*** .182** .266*** Phonological awareness -.010 .041 .070 Rapid automatized naming -.033 -.028 -.071 Verbal working memory .046 .071 .001 Perceptual cognitive skills -.045 -.020 .063 Step 3 (Constant) -.009 .226*** .032 .173*** .431*** .414*** Phonological awareness -.008 .042 .065 Rapid automatized naming -.036 -.031 -.034 Verbal working memory .046 .069 .051 Perceptual cognitive skills -.043 -.020 .077** Pretest scores -.004 -.003 -.028*** *p< .05. **p< .01. ***p< .001.
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