Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-18 (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? In children with dyslexia, semantics was indirectly related to pseudoword decoding efficiency through phonological awareness and rapid naming, with a significant total indirect effect. → 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
Second mediation analysis with pseudoword decoding as dependent variable in the same 55 children with dyslexia, same covariates. The "total indirect effect of semantics was significant"; model R2 = 0.476, p < 0.001.
"Indirect effects were found via PA (ab = 0.0248, SE = 0.0165, 95% CI [0.0017, 0.0697]) and RAN (ab = 0.0250, SE = 0.0114, 95% CI [0.0079, 0.0542]). The total indirect effect of semantics was significant (0.0498, SE = 0.0210, 95% CI [0.0172, 0.0995])."
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 — related
- Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia — a broader claim this one bears on
- Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
semantics-indirect-pseudoword-decoding-dyslexia |
title |
Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming |
description |
Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-18 |
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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