In reading-related outcomes, group differences involving RD or RDMD are largest for reading tasks and phonological processing and smallest for RAN¶

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

Subclaims¶

q3 i? For C-RD, C-RDMD, and MD-RDMD comparisons, effect sizes increased hierarchically in the order RAN < language skills < phonological processing < reading. → Nurit Viesel-Nordmeyer 2023 q3 i? For C-MD the order of phonological processing and reading was reversed, suggesting children with MD struggle more in phonological processing than in general reading tasks. → 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 · i? · quant-synthesis · r2

Post hoc moderator analyses on reading outcome categories (RAN, phonological processing, language skills, reading) in the meta-analysis. Effect sizes "increased hierarchically" from RAN to reading, with deficits most pronounced in general reading tasks.

"In comparing children with RD to those without (C-RD, C-RDMD, MD-RDMD), effect sizes increased hierarchically for the order of the following factor levels: RAN < language skills < phonological processing < reading."

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

Moderator analysis for the control-vs-MD comparison showed a reversed ordering of phonological processing and reading, which the authors interpret as children with MD struggling more in phonological processing.

"For group comparisons of C-MD, the sequence of phonological processing and reading was the other way around (RAN < language skills < reading < phonological processing). This finding suggests that children with MD struggle more in phonological processing than in general reading tasks."

Discussion¶

Related Claims¶

• The reading deficit profile of children with comorbid RDMD is additive relative to isolated RD and MD — related
• Morphological awareness is a significantly stronger correlate of adult reading comprehension than phonological awareness and RAN — related
• Rapid automatized naming is the only component skill weakly related to reading comprehension in struggling adult readers (r = .15) — related
• Children with comorbid RDMD are significantly more impaired than children with isolated RD or MD in math, reading, and executive function outcomes — related
• Group differences in math skills between LD and comorbid groups are more pronounced in symbolic than non-symbolic math tasks — related
• RAN predicts reading deficits but not isolated writing deficits, whereas phonological awareness is worse in children with isolated writing deficits — related