Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
Ann Dyslexia. 2021 Apr;71(1):5-27. doi: 10.1007/s11881-021-00220-6. Epub 2021 Mar 12.
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen's d = 1.17) for the CA-DYS comparison and a small effect size (Cohen's d = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.
本荟萃分析旨在探讨阅读障碍者（DYS）是否存在正字法知识缺陷。我们共综述了 1990 年 1 月至 2019 年 12 月期间发表的 68 项研究，总计涉及 7215 名参与者。在年龄匹配（CA）-DYS 比较中，有 80 个独立样本，在 DYS 与阅读水平（RL）对照组比较中，有 33 个独立样本。随机效应模型分析显示，CA-DYS 比较的效应量较大（Cohen's d = 1.17），RL-DYS 比较的效应量较小（Cohen's d = 0.18）。此外，我们发现效应量存在显著的异质性，这在一定程度上可以用正字法知识水平来解释（词汇正字法知识的效应量高于亚词汇正字法知识）。这些结果表明，阅读障碍者存在正字法知识缺陷，其严重程度与之前荟萃分析中报告的语音意识和快速自动命名缺陷相当。
