American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review

Australian Postgraduate Award Scholarship
Meta-Analysis of the Nonword Reading Deficit in Specific Reading Disorder

Herrmann, J. A., Matyas, T., et al. (2006).
Dyslexia, 12(3), 195-221.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication Yes
Included studies are assessed for study quality No
Quality assessments are reproducible No

Description: This is a meta-analysis of studies investigating the nonword performance of individuals with specific reading disorder (SRD) compared to reading-level matched peers.

Question(s) Addressed:

Question not specifically stated.

Population: Individuals with SRD

Intervention/Assessment: Various reading, IQ, and nonword tests including Woodcock Reading Mastery Test-Revised (WRMT), Wechsler Intelligence Scale for Children-Revised (WISC-R), Peabody Picture Vocabulary Test-Revised (PPVT), and Experimental nonword reading list (exp).

Number of Studies Included: 34

Years Included: 1990 - 1999

Findings:

Conclusions:

  • Assessment/Diagnosis
    • Assessment Areas
      • Reading
        • The results of this meta-analysis found strong support for nonword reading deficits in children with SRD.
        • "Most SRD groups show a significant deficit in phonological recoding when measured with nonword reading tests. The magnitude of this deficit is, on average, moderate" (p. 218).
        • "SRD groups performed 0.65 standard deviation units below their reading-level matched peers in nonword reading on average" (p. 215).
        • "Based on the findings…it was concluded that SRD groups demonstrate difficulties in [reading test, age, and intelligence level] aspects of reading that require phonological recoding" (p. 218).

Keywords: Learning Disabilities, Literacy, Written Language Disorders

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Added to Compendium: February 2012

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