Age predicts decoding efficiency in children with dyslexia while working memory and perceptual organization covariate effects are non-significant¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Age had a significant total effect on word reading and pseudoword decoding; perceptual organization and verbal working memory showed no significant effects as covariates. → van Rijthoven R 2018

Evidence¶

van Rijthoven R 2018¶

van Rijthoven R, Kleemans T, Segers E, Verhoeven L. (2018). Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia. https://doi.org/10.1002/dys.1597

q2 · i? · associational · r2

Covariate results from the word-decoding mediation model in 55 children with dyslexia; the pseudoword model similarly showed a significant age total effect (0.0351) and no significant covariate effects.

"Age had a significant total effect on word reading (0.0485, SE = 0.0086, 95% CI [0.0313, 0.0657]). There were no significant effects of covariates perceptual organization and verbal working memory."

Discussion¶

Learner Variables¶

• Working Memory — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Vocabulary scores predicted executive-loaded non-verbal working memory scores beyond age and non-verbal reasoning — related
• Results provide no support for the IQ-achievement discrepancy model of dyslexia; non-verbal IQ correlated with all Year-1 language measures — related
• No significant total or direct effect of semantic knowledge on word or pseudoword decoding in children with dyslexia — related
• Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related