Clinical characteristics of all children (reading age-matched dyslexic and non-dyslexic children).

<p>Mean values of binocular vision (Stereoacuity test: TNO measured in seconds of arc; near point of convergence: NPC measured in cm, Vergence fusional amplitude (divergence and convergence) at near distance measured in prism diopters). Asterisks (*) indicate that value is significantly different compared to the group of dyslexic children (p<0.01).</p

Area of CoP for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.

<p>Area of CoP for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.</p

Total reading time for both non-dyslexic and dyslexic children during the text reading and Landolt reading tasks.

<p>Total reading time for both non-dyslexic and dyslexic children during the text reading and Landolt reading tasks.</p

Mean duration of fixation for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.

<p>Mean duration of fixation for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.</p

Amplitude of pro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.

<p>Amplitude of pro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.</p

Number of pro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.

<p>Number of pro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.</p

Number of retro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.

<p>Number of retro-saccades for both non-dyslexic and dyslexic children in text reading and Landolt reading tasks.</p

Additional file 1: Table S1. of Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort

Standardized parameter estimates of the structural models (Model 4; N = 1459). Table S2. Logistic regression model (Model F), using dichotomized language scores at 5.5 years (dichotomized at < - 1SD) as the dependent variables and SDQ scores at 3 years as independent variables. Figure S1. Flowchart. Figure S2. Cross-lagged associations between language skills and the SDQ scores between the ages of 3 and 5.5 years in the EDEN mother-child cohort (N = 1459) [Model 4; see Table 3 for details on the model]. (DOC 373 kb

Results of the structural equation models: Mediating effects in the association between antenatal maternal anxiety and children’s cognitive development at 2 and 3 years.

<p>Results of the structural equation models: Mediating effects in the association between antenatal maternal anxiety and children’s cognitive development at 2 and 3 years.</p

Additional file 2: of Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort

The dataset supporting the conclusion of this article. (XLSX 148 kb