Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Semantics was significantly related to PA and RAN, and semantics, PA and RAN were each significantly related to word and pseudoword decoding; working memory was related to pseudoword decoding (r = 0.297) but not significantly to word decoding (r = 0.234). → 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
Pearson correlations among standardized measures in the n = 55 dyslexia sample (Table 2); the semantics–word decoding correlation was 0.667 and semantics–pseudoword decoding 0.549, both printed in the correlation table. The text says all predictor measures were related to both decoding measures, but Table 2 marks working memory as significant for pseudoword decoding (r = 0.297) only, not for word decoding (r = 0.234).
"All predictor measures were significantly related to word decoding and pseudoword decoding. Furthermore, semantics was found to be significantly related to PA and RAN."
Discussion¶
Learner Variables¶
- Phonological Awareness — predictor: learners who differ on it differ in outcomes
- Processing Speed — predictor: learners who differ on it differ in outcomes
Related Claims¶
- No significant total or direct effect of semantic knowledge on word or pseudoword decoding in children with dyslexia — reports the opposite
- Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming — a narrower finding that bears on this claim
- Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming — a narrower finding that bears on this claim
- Word reading efficiency and sentence comprehension show distinct behavioral subcomponent profiles: word reading correlates with phonological subcomponents, comprehension with morphological awareness and orthography-semantic mapping — related
- Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related
- Only letter naming among rapid-naming measures showed significant correlation with reading and writing — related
- Word reading task measures of O-P and imageability reliance predict intervention gains beyond vocabulary, phonological awareness, rapid naming, and auditory attention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
semantics-correlates-pa-ran-decoding |
title |
Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia |
description |
Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — van-rijthoven-r-2018 |
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