Write your message


Volume 3, Issue 158 (9-2019)                   Exceptional Education 1398, __(158): 0-0 | Back to browse issues page

XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Salimi M, Naghi Zade P. Reading Disabilities in Children: A Selective Meta-Analysis of the Cognitive Literature. Exceptional Education. 2019; 3 (158)
URL: http://exceptionaleducation.ir/article-1-996-en.html
1- , salimi300@yahoo.com
Abstract:   (1307 Views)
Background: This article synthesizes literature that compares the academic, cognitive, and behavioral performance of children with and without reading disabilities (RD). Forty-eight studies met the criteria for the meta-analysis, yielding 735 effect sizes (ESs) with an overall weighted ES of 0.98. Results: Small to high ESs in favor of children without RD emerged on measures of cognition (rapid naming [ES = 0.89], phonological awareness [ES = 1.00], verbal working memory [ES = 0.79], short-term memory [ES = 0.56], visual–spatial memory [ES = 0.48], and executive processing [ES = 0.67]), academic achievement (pseudo word reading [ES = 1.85], math [ES = 1.20], vocabulary [ES = 0.83], spelling [ES = 1.25], and writing [ES = 1.20]), and behavior skills (ES = 0.80). Hierarchical linear modeling indicated that specific cognitive process measures (verbal working memory, visual–spatial-memory, executive-processing, and short term memory) and intelligence measures (general and verbal intelligence) significantly moderated overall group effect size differences. Conclusion: Overall, the results supported the assumption that cognitive deficits in children with RD are persistent.
Full-Text [PDF 182 kb]   (82 Downloads)    
Type of Study: Translation | Subject: مشکلات یادگیری
Received: 2016/Nov/Sun | Revised: 2020/Apr/Sun | Accepted: 2017/May/Tue | Published: 2020/Apr/Sun | ePublished: 2020/Apr/Sun

Send email to the article author


Designed & Developed by : Yektaweb