Included studies show considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The synthesis of identification procedures revealed considerable variation in cut-off practice for mathematics and reading difficulties across the included studies. → Ellinor Waaland 2026
Evidence¶
Ellinor Waaland 2026¶
Ellinor Waaland, Vibeke Rønneberg, Dieuwer ten Braak. (2026). Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10184-x
q2 · i? · quant-synthesis · r2
Synthesis of screening measures, their content, standardization status, and cut-off practices drawn from the review's coding scheme for the nine included studies. The review notes that cut-points impose "an artificial dichotomy on inherently continuous abilities" and small changes can alter which students are identified.
"Finally, findings revealed considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties."
Discussion¶
Related Claims¶
- Only four screeners demonstrated acceptable diagnostic accuracy for distinguishing children with or at-risk of mathematical learning difficulties — related
- Definitions of developmental dyscalculia vary widely across studies, with diagnostic cutoffs ranging from below the 3rd to below the 25th percentile — a broader claim this one bears on
- Different responsiveness-determination approaches (status vs. slope, criteria, domains, cut points) identify different students as adequate and inadequate responders, with little or no overlap — related
- Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cut-off-criteria-variation-co-occurring-identification |
title |
Included studies show considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties |
description |
Included studies show considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ellinor-waaland-2026 |
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