Li-Ping Yang1,2, Chun-Bo Li3,4,5, Xiu-Mei Li1,2, Man-Man Zhai1,2, Jing Zhao6,7, Xu-Chu Weng8,9. 1. Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, 55 Zhongshan Avenue West, Tianhe District, Guangzhou, 510631, China. 2. School of Psychology, South China Normal University, Guangzhou, 510631, China. 3. Shanghai Key Laboratory of Psychotic Disorders, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, 200030, China. 4. CAS Center for Excellence in Brain Science and Intelligence Technology (CEBSIT), Chinese Academy of Science, Shanghai, 200031, China. 5. Institute of Psychology and Behavioral Science, Shanghai Jiao Tong University, Shanghai, 200030, China. 6. Institutes of Psychological Sciences, Hangzhou Normal University, Room 301, 19 Shuyuan Building, 2318 Yuhangtang Road, Cangqian, Yuhang District, Hangzhou, 311121, China. zhaojing561@126.com. 7. Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, Hangzhou, 311121, China. zhaojing561@126.com. 8. Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, 55 Zhongshan Avenue West, Tianhe District, Guangzhou, 510631, China. wengxc@psych.ac.cn. 9. Institute for Brain Research and Rehabilitation, South China Normal University, Guangzhou, 510631, China. wengxc@psych.ac.cn.
Abstract
BACKGROUND: Developmental dyslexia (DD) is a specific impairment during the acquisition of reading skills and may have a lifelong negative impact on individuals. Reliable estimates of the prevalence of DD serve as the basis for evidence-based health resource allocation and policy making. However, the prevalence of DD in primary school children varies largely across studies. Moreover, it is unclear whether there are differences in prevalence in different genders and writing systems. Hence, the present study aims to conduct a systematic review and meta-analysis to assess the global prevalence of DD and to explore related factors. METHODS: We will undertake a comprehensive literature search in 14 databases, including EMBASE, PubMed, Web of Science, China National Knowledge Infrastructure and Cochrane, from their inception to June 2021. Cross-sectional and longitudinal studies that describe the prevalence of DD will be eligible. The quality of the included observational studies will be assessed using the Strengthening the Reporting of Observational Studies in Epidemiology statement. The risk of bias will be determined by sensitivity analysis to identify publication bias. RESULTS: One meta-analysis will be conducted to estimate the prevalence of DD in primary school children. Heterogeneity will be assessed in terms of the properties of subjects (e.g., gender, grade and writing system) and method of diagnosis in the included primary studies. Subgroup analyses will also be performed for population and secondary outcomes. CONCLUSION: The results will synthesize the prevalence of DD and provide information for policy-makers and public health specialists.
BACKGROUND: Developmental dyslexia (DD) is a specific impairment during the acquisition of reading skills and may have a lifelong negative impact on individuals. Reliable estimates of the prevalence of DD serve as the basis for evidence-based health resource allocation and policy making. However, the prevalence of DD in primary school children varies largely across studies. Moreover, it is unclear whether there are differences in prevalence in different genders and writing systems. Hence, the present study aims to conduct a systematic review and meta-analysis to assess the global prevalence of DD and to explore related factors. METHODS: We will undertake a comprehensive literature search in 14 databases, including EMBASE, PubMed, Web of Science, China National Knowledge Infrastructure and Cochrane, from their inception to June 2021. Cross-sectional and longitudinal studies that describe the prevalence of DD will be eligible. The quality of the included observational studies will be assessed using the Strengthening the Reporting of Observational Studies in Epidemiology statement. The risk of bias will be determined by sensitivity analysis to identify publication bias. RESULTS: One meta-analysis will be conducted to estimate the prevalence of DD in primary school children. Heterogeneity will be assessed in terms of the properties of subjects (e.g., gender, grade and writing system) and method of diagnosis in the included primary studies. Subgroup analyses will also be performed for population and secondary outcomes. CONCLUSION: The results will synthesize the prevalence of DD and provide information for policy-makers and public health specialists.
Authors: Richard K Wagner; Fotena A Zirps; Ashley A Edwards; Sarah G Wood; Rachel E Joyner; Betsy J Becker; Guangyun Liu; Bethany Beal Journal: J Learn Disabil Date: 2020-05-26
Authors: Frank R Vellutino; Jack M Fletcher; Margaret J Snowling; Donna M Scanlon Journal: J Child Psychol Psychiatry Date: 2004-01 Impact factor: 8.982
Authors: Chiara Barbiero; Marcella Montico; Isabella Lonciari; Lorenzo Monasta; Roberta Penge; Claudio Vio; Patrizio Emanuele Tressoldi; Marco Carrozzi; Anna De Petris; Anna Giulia De Cagno; Flavia Crescenzi; Giovanna Tinarelli; Antonella Leccese; Alessandra Pinton; Carmen Belacchi; Renzo Tucci; Maria Musinu; Maria Letizia Tossali; Anna Maria Antonucci; Anna Perrone; Mara Lentini Graziano; Luca Ronfani Journal: PLoS One Date: 2019-01-23 Impact factor: 3.240