Josephine N. Booth|James Boyle|Stephen W. Kelly
Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta?analysis
University of Strathclyde|University of Strathclyde|University of Strathclyde
research studies implicated executive functions reading difficulties rd studies found children rd impaired tasks executive function studies report unimpaired performance metaanalysis carried determine whether discrepant findings accounted differences tasks executive function utilized total 48 studies comparing performance tasks executive function children rd typically developing peers included metaanalysis yielding 180 effect sizes overall effect size 057 se 03 obtained indicating children rd impairments tasks executive function however effect sizes varied considerably suggesting impairment uniform moderator analysis revealed task modality iqachievement discrepancy definitions rd influenced magnitude effect however age gender participants nature rd influence childrens rd associated executive function impairments variation effect size product assessment task employed underlying task demands definitional criteria