Evidence map›Paper›PMID 38250177›Full record

ArticleFrontiers in education2020

A Review of Online Dyslexia Learning Modules.

Alida Anderson, Gabrielle L Sarlo, Hannah Pearlstein, Lauren M McGrath

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Alida AndersonSchool of Education, Special Education: Learning Disablities Program, American University, Washington, DC, United States.
Gabrielle L SarloDepartment of Psychology, American University, Washington, DC, United States.
Hannah PearlsteinUniversity of Michigan, Ann Arbor, MI, United States.
Lauren M McGrathDepartment of Psychology, University of Denver, Denver, CO, United States.

Funding

VALIDITY OF SUBTYPES OF ADHDP50HD027802 · NICHD · UNIVERSITY OF COLORADO AT BOULDER · PI ERIK G WILLCUTT · 1990 to 2026
$44.9M
Cognitive and neural predictors of comorbidity between reading and attention problemsR15HD086662 · NICHD · UNIVERSITY OF DENVER (COLORADO SEMINARY) · PI MCGRATH, LAUREN M · 2016 to 2016
$410k
NICHD NIH HHS P50 HD027802NICHD NIH HHS R15 HD086662
6 · The paper itself

Abstract

This paper presents a comprehensive review of publicly available online dyslexia learning modules with a particular focus on the extent to which modules address the prevalent myth that dyslexia is caused by "backwards reading." The authors conducted a systematic internet search to identify publicly available online dyslexia learning modules and coded the content across education, neurocognition, and policy disciplinary domains. We identified 18 topics across a small number (

Indexed as

dyslexialearning modulesneuromythsneuroscience and educationpublic education and awarenessteacher education

Identifiers

PMID38250177
PMCPMC10798668

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.