Sample selection criteria moderate MLD effect sizes: stricter cutoffs, specificity, and age change group differences¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For mathematics, samples with a one-SD cutoff showed smaller discrepancies from controls than two-SD-cutoff samples, and specificity-selected samples showed larger mathematics discrepancies (p = .002). → Kroesbergen 2023 q3 i? For mathematics, effect sizes were larger for teen samples than child samples (p < .001) and for adult than child samples when persistence interaction was added (p = .03). → Kroesbergen 2023 (2) q3 i? For working memory, groups selected with 1.5 or 2+ SD cutoffs deviated more from typical peers than one-SD groups, and persistence-selected samples showed larger deviations (p = .039). → Kroesbergen 2023 (3)

Evidence¶

Kroesbergen 2023¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r2

Moderator models on mathematics effect sizes. Seriousness also mattered: one-SD-cutoff samples had smaller discrepancies than two-SD-cutoff samples, and a seriousness × persistence interaction (p = .002) counteracted the positive main effect for two-SD samples.

"When specific- ity was used as a selection criterion, samples showed larger mathematics discrep- ancies from control groups compared with when no specificity criterion was used (p = .002)."

Kroesbergen 2023 (2)¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r?

Age moderator on mathematics effect sizes: teens exceeded children (p < .001); adults exceeded children (p = .03) once the age × persistence interaction was added. The interaction itself did not explain variation.

"Effect sizes were larger for samples consisting of teens than for samples of children, p < .001."

Kroesbergen 2023 (3)¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r2

Seriousness moderator on working-memory effect sizes (Table 6). Persistence alone also explained variance (p = .039), with persistence-selected samples showing larger deviations; contrasts did not persist when the seriousness × persistence interaction was added. Specificity showed no effect (p = .974).

"Groups selected with a cutoff of one or two standard deviations deviated less from their typically performing peers regarding working memory than groups selected with a cutoff of 1.5 or more than two standard deviations"

Discussion¶

Related Claims¶

• No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills — reports the opposite
• Definitions of developmental dyscalculia vary widely across studies, with diagnostic cutoffs ranging from below the 3rd to below the 25th percentile — a broader claim this one bears on
• Developmental dyscalculia prevalence was 5.6% in this UK sample, with no significant gender difference — related