RAN predicts reading deficits but not isolated writing deficits, whereas phonological awareness is worse in children with isolated writing deficits¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2016 · 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? German sixth-graders with isolated writing deficits showed good RAN results but significantly worse PA results, unlike children with isolated reading deficits. → Döhla D and Heim S 2016
Evidence¶
Döhla D and Heim S 2016¶
Döhla D and Heim S (2016). Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other? Front. Psychol. 6:2045. https://doi.org/10.3389/fpsyg.2015.02045
q2 · i? · associational · r?
Comparison study reported by the review: Winkes (2014) compared German-speaking sixth-graders with isolated writing deficits to those with isolated reading deficits. The writing-deficit group "showed good results in RAN tasks but significant worse results in PA", indicating RAN results differ for German readers and writers.
"Winkes (2014)compared German speaking six-graders with isolated writing deficits to those with isolated reading deficits. Children who are below average only in writing showed good results in RAN tasks but significant worse results in PA."
Discussion¶
Related Claims¶
- Kindergarten profile membership predicts differentiated 1st-grade reading patterns: the double-deficit group performed worse than all other profiles on nearly all measures — related
- The RAN risk group showed intact phonological awareness and all members were readers, supporting the independence of RAN from PA — related
- In reading-related outcomes, group differences involving RD or RDMD are largest for reading tasks and phonological processing and smallest for RAN — related
- The tripartite structure of phonological processing is evident in both typical learners and children with reading disorder (factorial invariance) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ran-predicts-reading-not-isolated-writing |
title |
RAN predicts reading deficits but not isolated writing deficits, whereas phonological awareness is worse in children with isolated writing deficits |
description |
RAN predicts reading deficits but not isolated writing deficits, whereas phonological awareness is worse in children with isolated writing deficits |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — döhla-d-and-heim-s-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.