No significant total or direct effect of semantic knowledge on word or pseudoword decoding in children with dyslexia¶

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? Neither the total nor the direct effect of semantics on word decoding or pseudoword decoding reached significance in the mediation models. → 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

Word-decoding mediation model in 55 children with dyslexia: total effect c = 0.0255, p = 0.374; direct effect c′ = 0.0414, p = 0.200, both non-significant. The pseudoword model likewise showed no significant total or direct effect (p = 0.384; p = 0.641).

"The results of the first mediation analysis with word decoding as the dependent variable showed no significant total or direct effect of semantics (c = 0.0255, SE = 0.0248, 95% CI [ −0.0316, 0.0825]; p= 0.374, c ′ = 0.0414, SE = 0.0319, 95% CI [ −0.0226, 0.1055]; p = 0.200)."

Discussion¶

Learner Variables¶

• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming — related
• Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming — related
• Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia — reports the opposite
• Age predicts decoding efficiency in children with dyslexia while working memory and perceptual organization covariate effects are non-significant — related