Academic Challenges in Developmental Coordination Disorder: A Systematic Review and Meta-Analysis

Area of Science:

• Pediatric Neurology
• Developmental Psychology
• Educational Psychology

Background:

• Developmental Coordination Disorder (DCD) is a chronic condition impacting motor skills essential for daily life.
• While motor deficits in DCD are recognized, the extent of their influence on academic performance remains less understood.
• This review addresses the prevalence and severity of academic difficulties in school-aged children with DCD.

Approach:

• A systematic review was conducted by two independent researchers.
• Original studies focusing on academic challenges in children with DCD were analyzed.
• Pooled prevalence and effect sizes (standardized mean differences) were calculated using random-effects models.

Key Points:

• The review included 24 studies, revealing high pooled prevalence rates for handwriting (84%) and mathematical difficulties (89.5%).
• Children with DCD demonstrated significantly poorer performance in handwriting legibility and speed, writing, mathematics, and reading.
• Specific effect sizes indicated substantial negative impacts across these academic domains.

Conclusions:

• Children with DCD face frequent and severe academic difficulties, especially in mathematics.
• These findings underscore the critical need for assessing academic performance in children with DCD.
• Targeted interventions are essential to support children with DCD in achieving optimal daily functioning.