ArticleBrain sciences2023
Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention?
Article in Brain sciences, 2023. 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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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.
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Who cites it
7 citing papers in PubMed, 15 citations in OpenAlex.
- A Statistical Learning-Based Clustering Model With Features Selection to Identify Dyslexia in School-Aged Children.Dyslexia (Chichester, England) · 2025Article
- Omega-3 LCPUFAs (Long-Chain Polyunsaturated Fatty Acids) and Reading: The Mediating Role of Auditory Processing and the Interactions Among PUFAs.Biomedicines · 2025Article
- Exploring Memory Compensation in Dyslexia: Strengths and Weaknesses in Memory Patterns Among Children and Adolescents.Child psychiatry and human development · 2025Article
- On the Effects of Non-Invasive Brain Stimulation Techniques on Developmental Dyslexia: A Systematic Review of Randomized Controlled Trials.Iranian journal of psychiatry · 2025Review
- Telerehabilitation of Developmental Dyslexia: Critical Considerations on Intervention Methods and Their Effectiveness.Brain sciences · 2024Review
- Predicting Response to Neuropsychological Intervention in Developmental Dyslexia: A Retrospective Study.Brain sciences · 2024Article
- Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis.Behavioral sciences (Basel, Switzerland) · 2023Article
Corrections and comments
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Authors and funding
2 authors at 2 institutions in 1 country.
Funding
Abstract
Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective.
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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.