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Reading disabilities in children: A selective meta-analysis of the cognitive literature

机译:儿童阅读障碍:认知文学的选择性荟萃分析

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摘要

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. 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 (pseudoword reading [ES = 1.85], math [ES= 1.20], vocabulary [ES = 0.83], spelling [ES = 1.251, 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. Overall, the results supported the assumption that cognitive deficits in children with RD are persistent. (C) 2015 Published by Elsevier Ltd.
机译:本文综合了比较有和没有阅读障碍(RD)的儿童的学业,认知和行为表现的文献。 48项研究符合荟萃分析的标准,产生735个效应量(ESs),总加权ES为0.98。从认知程度(快速命名[ES = 0.89],语音意识[ES = 1.00],言语工作记忆[ES = 0.79],短期记忆[ES = 0.56]出现了从小到高的ES,其优点是无RD儿童。 ,视觉空间记忆[ES = 0.48]和执行处理[ES = 0.67]),学习成绩(伪单词阅读[ES = 1.85],数学[ES = 1.20],词汇表[ES = 0.83],拼写[ES = 1.251,写作[ES = 1.20],以及行为技巧(ES = 0.80)。分层线性建模表明,特定的认知过程测度(语言工作记忆,视觉空间记忆,执行处理和短期记忆)和智力测度(一般和言语智力)显着缓解了总体小组效应的大小差异。总体而言,结果支持了RD儿童认知缺陷持续存在的假设。 (C)2015由Elsevier Ltd.出版

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