Based on 378 studies, 541 independent samples, and over 34,000 participants, the current meta-analysis aimed to explore the associations between cognition and reading difficulties (RD). Results showed that compared with age-matched typically developing (TD) peers, RD showed deficits across processing speed, short-term memory, attention, working memory, inhibition, switching, visuospatial skills, and updating (g = −0.72 to −0.48), with more individual differences in inhibition, processing speed, switching, attention, visuospatial skills, and short-term memory (The natural logarithm of ratio of standard deviations [SDR] = .03–.17). The cognitive deficits among those with RD were more severe with age, with lower reading and intelligence (IQ) scores, and with verbal cognitive tasks. Individual differences in cognitive skills among those with RD were larger with age, with comprehensive/nonverbal IQ identification, and with reading comprehension identification. Comorbidity did not affect the cognitive profile of RD strongly. Meta-analytic structural equation modeling showed phonological processing and language comprehension explained over 70% of the variance between RD and TD across cognitive skills, yet executive function and visuospatial skills contributed uniquely to RD. These findings highlight a domain-specific cognitive path to RD. That is, cognitive deficits may lead to insufficient language development, causing RD indirectly. However, the association between cognitive deficits and RD is not unidirectional or static. Across development, insufficient accumulation of language skills among those with RD also affects cognitive development, especially in the verbal domain. Without high-quality and sustained instruction, such reciprocal associations between cognitive deficits and RD, forming a vicious circle, may be one major reason for persistent reading struggles among individuals with RD.

中文翻译：

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认知和阅读困难的元分析回顾：个体差异、适度和语言中介机制。

目前的荟萃分析基于 378 项研究、541 个独立样本和超过 34,000 名参与者，旨在探索认知和阅读困难 (RD) 之间的关联。结果显示，与年龄匹配的典型发育（TD）同龄人相比，RD 在处理速度、短期记忆、注意力、工作记忆、抑制、转换、视觉空间技能和更新方面表现出缺陷（g = -0.72 至 -0.48） ，在抑制、处理速度、转换、注意力、视觉空间技能和短期记忆方面具有更大的个体差异（标准差比率的自然对数 [SDR] = .03–.17）。RD 患者的认知缺陷随着年龄的增长、阅读和智力 (IQ) 得分以及口头认知任务的降低而更加严重。RD 患者认知技能的个体差异随着年龄、综合/非语言智商识别和阅读理解识别的增加而变大。合并症并未强烈影响 RD 的认知特征。元分析结构方程模型显示语音处理和语言理解解释了超过 70% 的 RD 和 TD 在认知技能方面的差异，但执行功能和视觉空间技能对 RD 有独特的贡献。这些发现突出了一个 元分析结构方程模型显示语音处理和语言理解解释了超过 70% 的 RD 和 TD 在认知技能方面的差异，但执行功能和视觉空间技能对 RD 有独特的贡献。这些发现突出了一个 元分析结构方程模型显示语音处理和语言理解解释了超过 70% 的 RD 和 TD 在认知技能方面的差异，但执行功能和视觉空间技能对 RD 有独特的贡献。这些发现突出了一个RD的特定领域认知路径。即认知缺陷可能导致语言发育不足，间接导致RD。然而，认知缺陷与 RD 之间的关联不是单向的或静态的。在整个发展过程中，RD 患者的语言技能积累不足也会影响认知发展，尤其是在语言领域。如果没有高质量和持续的指导，认知缺陷与 RD 之间的这种相互关联，形成恶性循环，可能是 RD 患者持续阅读困难的主要原因之一。