Prevalence of developmental dyslexia in primary school children: a protocol for systematic review and meta-analysis

Yang, Li-Ping; Li, Chunbo; Li, Xiumei; Zhai, Manman; Zhao, Jing Hua; Weng, Xuchu

doi:10.1007/s12519-022-00572-y

Cited by 4 publications

(6 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, we found that the relationship between boys' parenting style and dyslexia was more pronounced. To our knowledge, there is a general consensus among current researchers that boys are at a higher risk of developing dyslexia than girls [4,33,42]. In line with a prior study, the gender of children had an impact on parenting styles [15].…”

Section: Discussionsupporting

confidence: 54%

“…Developmental dyslexia, a common learning disability affecting numerous children, has garnered increasing attention in recent years [32]. Recent studies showed that children with dyslexia are at risk of academic failure and emotional problems [33]. Therefore, investigating the factors that in uence dyslexia may lead to mitigating the consequences of this prevalent disease.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

Wen,

Zhang,

et al. 2024

Preprint

View full text Add to dashboard Cite

Background: Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia. Methods: A total of 212 primary school students from grade 2 to 5 were recruited in this study. The Chinese Reading Ability Test was used to screen children with dyslexia. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style (emotional warmth, rejection, overprotecting and anxious rearing). The structural equation modelling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia. Results: Dyslexic children had lower scores for emotional warmth, overprotecting and anxious rearing compared to normal children, especially among male dyslexic children (all P<0.01). Dyslexic children were lack of regular reading time (OR=2.69, 95%CI:1.04-6.97, P<0.05), and have higher homework pressure compared to normal children (OR=7.41, 95%CI:1.45-37.82, P<0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all P<0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, an indirect effect was found showing that the home literacy environment independently mediated the effect of parenting styles on dyslexia. The total indirect effect is 0.55 and 0.68, respectively. Conclusions: The findings of this study indicate that home literacy environment serves as a mediato between parenting styles and dyslexia in children. This study offers fresh insights into the intricate connections between parenting styles and dyslexia, offering significantly important theoretical and practical implications.

show abstract

Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

Wen,

Zhang,

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Notably, we did not find any effect of the instruments and cut-off points used in screening on the prevalence rates at the lower-, middle-, or upper-grade levels. In general, cut-off points affect prevalence ( 79 ); however, cut-off points did not affect the prevalence of MD at each grade level. This suggests that the prevalence rate is related to that for the entire elementary school grade level.…”

Section: Discussionmentioning

confidence: 90%

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

Wang,

Long,

Wang

2024

Front. Public Health

View full text Add to dashboard Cite

The prevalence of mathematical difficulties (MD) among primary school children in China and its related factors remain unclear. To provide a suitable foundation for formulating appropriate screening and intervention strategies, this study aimed to estimate the prevalence of MD and its possible factors among primary school children in China. Articles were identified from seven databases and included if they reported on the prevalence of MD among primary school children in China. A total of 30,881 articles were retrieved, 975 of which were subjected to full evaluation. In total, 54 studies involving 34,815 participants (mean age 9.86 ± 3.13 years) were included. Analyses were conducted using the Meta and Metafor packages in the statistical software environment R. We used meta-regression and subgroup analyses by variable type to evaluate the potential prevalence factors. The pooled prevalence of MD among primary school children in China was 8.97%, whereas the prevalence rates of MD in lower, middle, and upper primary schools were 11.57%, 10.07%, and 4.76%, respectively. The results showed that the prevalence of MD among primary school children in China was significantly related to grade level and the cut-off points selected for screening MD and that the prevalence of MD in middle primary school was higher in girls than in boys. The prevalence of MD in primary schools in China was slightly higher than that in countries such as the United Kingdom and the United States. The prevalence of MD was higher in the lower and middle grades of primary school. The grade level and cut-off points selected during MD screening were closely related to the prevalence of MD. More attention should be paid to girls with MD in middle primary school.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023410311, identifier: CRD42023410311.

show abstract

“…Developmental dyslexia, a common learning disability affecting numerous children, has garnered increasing attention in recent years ( Peterson and Pennington, 2012 ). Recent studies showed that children with dyslexia are at risk of academic failure and emotional problems ( Yang et al, 2022 ). Therefore, investigating the factors that influence dyslexia may lead to mitigating the consequences of this prevalent disease.…”

Section: Discussionmentioning

confidence: 99%

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

Wen,

Zhang,

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

BackgroundDespite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children’s reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia.MethodsA total of 212 primary school students from grade 2–5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents’ parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia.ResultsCompared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04–6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45–37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment.ConclusionThe findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions.

show abstract

Prevalence of developmental dyslexia in primary school children: a protocol for systematic review and meta-analysis

Cited by 4 publications

References 47 publications

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment

Contact Info

Product

Resources

About