Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included (n = 770 individuals with dyslexia, n = 1,671 controls). A random-effects robust variance estimation (RVE) analysis indicated no mean (g = −0.02, p = .84) or variance differences (g = −0.0004, p = .99) in creativity between groups. The mean summary effect was moderated by age, gender, and creativity domain. Compared with adolescents, adults with dyslexia showed an advantage over nondyslexic adults in creativity. In addition, a higher proportion of males in the dyslexia group was associated with poorer performance compared with the controls. Finally, the dyslexia group showed a significant performance disadvantage in verbal versus figural creativity. Regarding variance differences, they varied across age and creativity domains. Compared with adults, adolescents showed smaller variability in the dyslexia group. If the creativity task measured verbal versus figural or combined creativity, then the dyslexia group exhibited smaller variability. Altogether, our results suggest that individuals with dyslexia as a group are no more creative or show greater variability in creativity than peers without dyslexia.

对伴随阅读障碍的创造性益处问题的研究产生了相互矛盾的发现。在这项荟萃分析中，我们确定了有和没有阅读障碍的组之间创造力的均值和方差差异的总结效应。共纳入 20 项研究（n = 770 名阅读障碍患者，n = 1,671 名对照）。随机效应稳健方差估计 (RVE) 分析表明没有均值 ( g = -0.02, p = .84) 或方差差异 ( g = -0.0004, p= .99) 组之间的创造力。平均总结效应受年龄、性别和创造力领域的影响。与青少年相比，有阅读障碍的成年人在创造力方面比非阅读障碍的成年人更有优势。此外，与对照组相比，阅读障碍组中较高比例的男性与较差的表现相关。最后，阅读障碍组在语言创造力和形象创造力方面表现出明显的劣势。关于方差差异，它们因年龄和创造力领域而异。与成人相比，青少年在阅读障碍组中表现出较小的变异性。如果创造力任务衡量的是口头与形象或组合创造力，那么阅读障碍组表现出较小的变异性。共，