We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting these criteria that examined one or more of phonological awareness, rapid naming, verbal short-term memory, or auditory temporal processing. A random effects model analysis showed first that the groups were matched imperfectly and they differed significantly in word reading measures not used for matching. Second, there were no significant differences between the individuals with dyslexia and their reading-level-matched controls in rapid naming, phonological memory, and auditory temporal processing. Finally, the analyses for phonological awareness showed a significant effect for comparisons that involved manipulating phonemes but not for tasks that involved manipulating syllables. The results are compatible with phonological deficit theories of dyslexia, but this conclusion is qualified by observed differences in reading skills and sample selection concerns.

我们对所有采用阅读水平匹配设计的小组比较研究进行了荟萃分析，这些研究是在高度一致的欧洲拼字法中进行的，包括年龄小于13岁的阅读障碍儿童作为参与者，并且包括一项或多项措施阅读障碍的潜在原因。我们确定了21项符合这些标准的研究，这些研究检查了语音意识，快速命名，言语短期记忆或听觉时间处理中的一项或多项。随机效应模型分析首先显示，各组不完全匹配，并且在不用于匹配的单词阅读方式上，它们存在显着差异。其次，阅读障碍者与其阅读水平匹配的对照在快速命名，语音记忆和听觉时间处理方面没有显着差异。最后，对语音意识的分析表明，对于涉及操纵音素的比较而言，它具有显着效果，而对于涉及操纵音节的任务而言，则没有明显的效果。该结果与阅读障碍的语音缺陷理论相吻合，但是该结论通过观察到的阅读技巧和样本选择关注点的差异得到了证实。