ReviewNPJ science of learning2017
Helping children with reading difficulties: some things we have learned so far.
Review in NPJ science of learning, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- Access to information in deaf and hard-of-hearing people.PloS one · 2026Article
- Identifying students with dyslexia: exploration of current assessment methods.Annals of dyslexia · 2025Article
- Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System.Dyslexia (Chichester, England) · 2025Article
- Perceptual-Motor Abilities and Reversal Frequency of Letters and Numbers in Children Diagnosed with Poor Reading Skills.Bioengineering (Basel, Switzerland) · 2024Article
- Perceptions of intelligence & sentience shape children's interactions with robot reading companions.Scientific reports · 2023Article
- Understanding Mental Health in Developmental Dyslexia: A Scoping Review.International journal of environmental research and public health · 2023Article
- The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population.Frontiers in psychiatry · 2023Article
- Speech perception deficits and the effect of envelope-enhanced story listening combined with phonics intervention in pre-readers at risk for dyslexia.Frontiers in psychology · 2022Article
- Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic's Guide.Brain sciences · 2021Review
- The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays.Sensors (Basel, Switzerland) · 2021Article
- Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia.Frontiers in psychology · 2021Article
- Deaf readers benefit from lexical feedback during orthographic processing.Scientific reports · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A substantial proportion of children struggle to learn to read. This not only impairs their academic achievement, but increases their risk of social, emotional, and mental health problems. In order to help these children, reading scientists have worked hard for over a century to better understand the nature of reading difficulties and the people who have them. The aim of this perspective is to outline some of the things that we have learned so far, and to provide a framework for considering the causes of reading difficulties and the most effective ways to treat them.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.