The math deficit profile of children with comorbid RDMD is additive: it equals the sum of the deficits of isolated RD and MD groups¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In math outcomes, the comorbid RDMD group's deficit (Hedges' g = 0.84) corresponds to the sum of the RD (0.27) and MD (0.64) deficits, supporting additivity. → Nurit Viesel-Nordmeyer 2023 q3 i? Equivalence testing with SESOI of 0.20 showed practical additivity in math (90% CI of gAdd within the SESOI range). → Nurit Viesel-Nordmeyer 2023 (2)

Evidence¶

Nurit Viesel-Nordmeyer 2023¶

Nurit Viesel-Nordmeyer, Julia Reuber, Jörg-Tobias Kuhn, Kristina Moll, Heinz Holling, Christian Dobel. (2023). Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09735-3

q3 · i3 · quant-synthesis · r2

Three-level meta-analysis of 74 studies of children aged 6–12 with and without learning difficulties. The pooled Hedges' g = 0.84 for C-RDMD in math was "comprised of C-RD (0.27) and C-MD (0.64)", consistent with additivity.

"Overall effect sizes of mathematical outcomes (Table 4) already point to an additive effect for C-RDMD (0.84) , comprised of C-RD (0.27) and C-MD (0.64) ."

Nurit Viesel-Nordmeyer 2023 (2)¶

Nurit Viesel-Nordmeyer, Julia Reuber, Jörg-Tobias Kuhn, Kristina Moll, Heinz Holling, Christian Dobel. (2023). Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09735-3

q3 · i? · quant-synthesis · r3

Equivalence testing (Lakens, 2017) with a smallest effect size of interest of |gAdd| < 0.20 checked whether additivity held practically. All three domains' 90% CIs fell "within the acceptable SESOI range for equivalence".

"We found 90% confidence intervals of gAdd for math [− 0.08, 0.16], reading [− 0.10, 0.13], and EF [0.01, 0.19] all within the acceptable SESOI range for equivalence, supporting the notion that at the overall level, additivity was present in math, reading, and EF."

Discussion¶

Related Claims¶

• Group differences in math skills between LD and comorbid groups are more pronounced in symbolic than non-symbolic math tasks — related
• Executive function deficits in comorbid RDMD show some evidence of under-additivity, especially in inhibition, shifting, and updating — related
• The reading deficit profile of children with comorbid RDMD is additive relative to isolated RD and MD — related
• Children with comorbid RDMD are significantly more impaired than children with isolated RD or MD in math, reading, and executive function outcomes — related
• The comorbid RD+MD group is more impaired than groups with RD only or MD only on seven of ten neuropsychological composites — related