Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? The FR group scored lower than the TD group on domain-general cognitive measures and on timed addition and subtraction at t3. → Moll K. 2015
Evidence¶
Moll K. 2015¶
Moll K., Snowling M. J., Göbel S. M., Hulme C. (2015). Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.004
q3 · i? · associational · r2
Group comparisons in Table 1 showed the FR group (N = 93) performing below the TD group (N = 76) on measures including one-minute addition (FR 7.99 vs TD 10.26, p < .01) and one-minute subtraction (FR 5.71 vs TD 7.32, p < .01), with Cohen's d values of .47 and .45.
"There was a small but fairly consistent trend for the FR group to do more poorly than the TD group."
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The same cognitive processes account for variability in arithmetic skills in children at family-risk of dyslexia and typically developing controls — related
- Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
- Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic — related
- Phonological awareness at age 4–5 does not predict later arithmetic skills despite being predicted by early oral language — related
- Family-risk of dyslexia and preschool language impairment are additive risk factors for reading readiness and attention and behaviour — related
- Children at family-risk of dyslexia and children with preschool language difficulties experience more environmental and health risks than controls — related
- Family-risk of dyslexia does not predict readiness to learn once other distal, proximal and child risk factors are controlled — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
family-risk-dyslexia-poorer-arithmetic-foundations |
title |
Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself |
description |
Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — moll-k-2015 |
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