ReviewBrain sciences2022
The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis.
Review in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- Latent Profiles of Academic Anxiety and Working Memory in Adults with Varying Dyslexia-Related Risk.Journal of Intelligence · 2026Article
- Neuropsychological Correlates of Linguistic Skills in At-Risk and Typically Developing Readers Across Educational Stages.Brain sciences · 2026Article
- Profiling Chinese children with symptoms of SpLD, ADHD, or ASD: a transdiagnostic and biopsychosocial study.BMC psychiatry · 2026Article
- An empirical analysis of the impact of early educational interventions before age three on cognitive development.Frontiers in psychology · 2026Article
- Shared grey matter correlates of reading and attention.Brain and language · 2023Article
- Icono: a universal language that shows what it says.Frontiers in psychology · 2023Article
- The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities.Children (Basel, Switzerland) · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
The current study was conducted to examine the percentages of cognitive skills deficits among Chinese children with developmental dyslexia. Via a systematic review, we collated twenty-two available studies on the proportion of cognitive skills deficits, including phonological awareness, rapid automatized naming, morphological awareness, orthographic knowledge, short-term memory and working memory, and visual and motor skills deficits, among Chinese children with developmental dyslexia. The results of a meta-analysis showed that the rapid automatized naming deficits are the core deficit of developmental dyslexia among Chinese children, with a pooled percentage of 44%. This is followed by orthographic knowledge deficits (43%), phonological awareness deficits (41%), morphological awareness deficits (40%), visual and motor skills deficits (33%), and short-term memory and working memory deficits (25%). At the same time, we compared the proportions of different locations, ages, standards and control groups.
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Registered trials
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