Standard achievement assessments often fail to detect mathematical difficulties in children with dyslexia¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q1–q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Around 30% of dyslexic children with no apparent math difficulties scored below the 16th percentile on the WJ-IV Calculation test, while ~25% of dyslexic children with math difficulties scored at or above the 25th percentile on it. → B. Pedemonte 2024 q2 i? The authors interpret that commonly administered assessments may not capture mathematical difficulties, especially non-severe or non-number deficits. → B. Pedemonte 2024 (2)

Evidence¶

B. Pedemonte 2024¶

B. Pedemonte, C. W. Pereira, V. Borghesani, M. Ebbert, I. E. Allen, P. Pinheiro-Chagas, J. De Leon, Z. Miller, B. L. Tee & M. L. Gorno-Tempini. (2024). Profiles of mathematical deficits in children with dyslexia. npj Science of Learning. https://doi.org/10.1038/s41539-024-00217-x

q2 · i? · design · r2

Cross-check of the WJ-IV Calculation test against clinician and MCB classification. "around 30% of children with no apparent difficulties in mathematics (8 out of 25 children) obtained a result below the 16 percentiles outside the average range", yet none had low prior math scores.

"In the WJ-IV Calculation test, around 30% of children with no apparent difficulties in mathematics (8 out of 25 children) obtained a result below the 16 percentiles outside the average range"

B. Pedemonte 2024 (2)¶

B. Pedemonte, C. W. Pereira, V. Borghesani, M. Ebbert, I. E. Allen, P. Pinheiro-Chagas, J. De Leon, Z. Miller, B. L. Tee & M. L. Gorno-Tempini. (2024). Profiles of mathematical deficits in children with dyslexia. npj Science of Learning. https://doi.org/10.1038/s41539-024-00217-x

q1 · i? · associational · r2

Authors' interpretation in the discussion, based on their cohort results, that "commonly administered assessments such as WJ... WIAT... KTEA... and FAM may not capture difficulties in mathematics", particularly non-severe or non-number deficits. This is an interpretive claim, not a tested comparison.

"The commonly administered assessments such as WJ (Calculation Test, Broad Math, Applied Problems, Fluency), WIAT (Math, Numerical, Problem Solving, Fluency), KTEA (Math Concepts and Applications, Computation, Fluency, Problem Sol-ving), and FAM may not capture difficulties in mathematics, particularly if those difficulties are not severe or related to number deficits."

Discussion¶

Related Claims¶

• Two-thirds of a clinically referred dyslexia cohort exhibit mathematical deficits — related
• The MCB confirmed clinicians' impressions of mathematical ability or difficulty in dyslexic children — related
• Definitions of developmental dyscalculia vary widely across studies, with diagnostic cutoffs ranging from below the 3rd to below the 25th percentile — related
• Mathematical deficits among children with dyslexia are heterogeneous, spanning four distinct deficit profiles — related