{
  "generatedAt": "2026-10-17T14:41:26.262Z",
  "name": "Dyslexie in cijfers 2026: hoe vaak komt dyslexie voor?",
  "page": "https://dyslexiasteps.com/nl/dyslexie-statistieken",
  "language": "nl",
  "updated": "2026-10-05",
  "nextReview": "2027-04-05",
  "license": {
    "name": "CC BY 4.0",
    "url": "https://creativecommons.org/licenses/by/4.0/",
    "note": "The license covers the compilation; each figure belongs to its cited source."
  },
  "citeAs": "Dyslexia Steps. (2026, 5 oktober). Dyslexie in cijfers 2026: hoe vaak komt dyslexie voor? https://dyslexiasteps.com/nl/dyslexie-statistieken",
  "methodology": {
    "url": "https://dyslexiasteps.com/nl/methodologie",
    "changelog": "https://dyslexiasteps.com/data/changelog.json"
  },
  "csv": "https://dyslexiasteps.com/data/dyslexie-statistieken.csv",
  "rows": [
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "van de basisschoolkinderen heeft dyslexie (wereldwijde meta-analyse)",
      "column": null,
      "value": "7,1%",
      "numeric_value": null,
      "note": null,
      "data_year": "2022",
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "dyslexie in Nederland volgens de schatting die de regering noemt",
      "column": null,
      "value": "3,6%",
      "numeric_value": null,
      "note": null,
      "data_year": "2019",
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "eindexamenkandidaten met aanpassingen vanwege dyslexie",
      "column": null,
      "value": "15.932",
      "numeric_value": null,
      "note": null,
      "data_year": "2019",
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "jongens tegenover meisjes in dezelfde meta-analyse",
      "column": null,
      "value": "9,2% vs 4,7%",
      "numeric_value": null,
      "note": null,
      "data_year": "2022",
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "van de kinderen met dyslexie in de familie kreeg zelf dyslexie",
      "column": null,
      "value": "45%",
      "numeric_value": null,
      "note": null,
      "data_year": "2016",
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": null,
      "row": "gemiddeld effect van klankgericht leesonderwijs in gerandomiseerde studies",
      "column": null,
      "value": "g = 0,32",
      "numeric_value": null,
      "note": null,
      "data_year": "2014",
      "source": "Galuschka K, Ise E, Krick K, Schulte-Körne G (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Duitsland (samenvatting richtlijn)",
      "column": "Schatting",
      "value": "≈8%",
      "numeric_value": 8,
      "note": "gecombineerde lees- en spellingsstoornis, 2016",
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Brazilië, groep 4 t/m 8",
      "column": "Schatting",
      "value": "7,5%",
      "numeric_value": 7.5,
      "note": "leesproblemen, N = 1.618, 2016",
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Wereldwijd, basisschool",
      "column": "Schatting",
      "value": "7,1%",
      "numeric_value": 7.1,
      "note": "meta-analyse, studies tot 2021, gepubliceerd 2022",
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Frankrijk, 10 jaar",
      "column": "Schatting",
      "value": "6,6%",
      "numeric_value": 6.6,
      "note": "langlopende studie, aangehaald door Inserm, 2007",
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Nederland",
      "column": "Schatting",
      "value": "3,6%",
      "numeric_value": 3.6,
      "note": "schatting genoemd door de regering, 2019",
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Hoe vaak komt dyslexie voor?",
      "type": "chart",
      "title": "Schattingen van dyslexie per studie",
      "row": "Spanje, Canarische Eilanden",
      "column": "Schatting",
      "value": "3,2%",
      "numeric_value": 3.2,
      "note": "psychometrische criteria, N = 1.050, 2009",
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Nederland",
      "column": "Schatting uit onderzoek",
      "value": "3,6% dyslexie; 8,8% ernstige lees- of spellingsproblemen (genoemd in 2019)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Nederland",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "15.932 eindexamenkandidaten met aanpassingen vanwege dyslexie (2019)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Nederland",
      "column": "Wat de telling omvat",
      "value": "Alleen examenaanpassingen; geen landelijke telling van EED-zorg",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Tweede Kamer der Staten-Generaal (2019). Antwoord op vragen over dyslexie, Aanhangsel Handelingen 2018-2019, nr. 3472. Accessed 2026-10-05.",
      "source_url": "https://zoek.officielebekendmakingen.nl/ah-tk-20182019-3472.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "België",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "België",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "België",
      "column": "Wat de telling omvat",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": null,
      "source_url": null
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Duitsland",
      "column": "Schatting uit onderzoek",
      "value": "3–11% van de kinderen en jongeren; ongeveer 8% gecombineerde lees- en spellingsstoornis (2016)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Duitsland",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Duitsland",
      "column": "Wat de telling omvat",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Galuschka K, Schulte-Körne G (2016). The diagnosis and treatment of reading and/or spelling disorders in children and adolescents. Dtsch Arztebl Int, 113(16), 279-86.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27159142/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Frankrijk",
      "column": "Schatting uit onderzoek",
      "value": "Minstens 3–5%; Franse studies 6–8% (Inserm, 2007)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Frankrijk",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Geen officiële telling gevonden; de Assurance Maladie noemt 3–5% van de kinderen (2024)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Frankrijk",
      "column": "Wat de telling omvat",
      "value": "Alle specifieke leerstoornissen bij lezen, schrijven, spellen en rekenen",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 7 : Prévalence. Accessed 2026-10-05. | Assurance Maladie (ameli.fr) (2024). Troubles du langage écrit : définition, conséquences et facteurs favorisants. Accessed 2026-10-05.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_7.html | https://www.ameli.fr/assure/sante/themes/troubles-langage-ecrit/definition-consequences-facteurs-favorisants"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Verenigde Staten",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijke prevalentiestudie gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Verenigde Staten",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "2.408.000 leerlingen, 4,9% van de leerlingen op openbare scholen (2022–23)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Verenigde Staten",
      "column": "Wat de telling omvat",
      "value": "Specific learning disability onder IDEA: lezen, schrijven en rekenen",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Engeland (VK)",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijke prevalentiestudie gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Engeland (VK)",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "180.217 leerlingen, 2,2% (2025/26)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Engeland (VK)",
      "column": "Wat de telling omvat",
      "value": "Specific learning difficulty als belangrijkste ondersteuningsbehoefte; inclusief dyscalculie en dyspraxie",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Spanje",
      "column": "Schatting uit onderzoek",
      "value": "3,2% voldeed aan psychometrische criteria (Canarische Eilanden, N = 1.050, 2009)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Spanje",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Ongeveer 250.936 leerlingen met ondersteuning voor leerstoornissen (2024–25, onze berekening)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Spanje",
      "column": "Wat de telling omvat",
      "value": "26,8% van 936.328 leerlingen met \"andere specifieke behoeften\"; alle leerstoornissen",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Jiménez JE, Guzmán R, Rodríguez C, Artiles C (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25(1), 78-85. | Ministerio de Educación, Formación Profesional y Deportes (2026). Alumnado con necesidad específica de apoyo educativo, curso 2024-2025 (nota de prensa, 30/04/2026). Accessed 2026-10-05.",
      "source_url": "https://www.um.es/analesps/v25/v25_1/09-25_1.pdf | https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Brazilië",
      "column": "Schatting uit onderzoek",
      "value": "7,5% leesproblemen, groep 4 t/m 8, vier steden (2016)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Brazilië",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Brazilië",
      "column": "Wat de telling omvat",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Fortes IS, Paula CS, Oliveira MC et al. (2016). A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry, 25(2), 195-207.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25925785/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Wereldwijd",
      "column": "Schatting uit onderzoek",
      "value": "7,1% van de basisschoolkinderen (meta-analyse, 2022)",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Wereldwijd",
      "column": "Dichtstbijzijnde officiële telling",
      "value": "Er bestaat geen wereldwijde telling",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Dyslexie per land",
      "type": "table",
      "title": "Dyslexie per land: onderzoeksschattingen en officiële tellingen, elk met het jaar van de gegevens",
      "row": "Wereldwijd",
      "column": "Wat de telling omvat",
      "value": "–",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/"
    },
    {
      "section": "Hoeveel kinderen in de VS en Engeland hebben dyslexie?",
      "type": "chart",
      "title": "Leerlingen in de VS met een specific learning disability, als aandeel van alle leerlingen op openbare scholen",
      "row": "1980–81",
      "column": "Aandeel van alle leerlingen",
      "value": "3,6%",
      "numeric_value": 3.6,
      "note": "NCES Digest, tabel 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Hoeveel kinderen in de VS en Engeland hebben dyslexie?",
      "type": "chart",
      "title": "Leerlingen in de VS met een specific learning disability, als aandeel van alle leerlingen op openbare scholen",
      "row": "1990–91",
      "column": "Aandeel van alle leerlingen",
      "value": "5,2%",
      "numeric_value": 5.2,
      "note": "NCES Digest, tabel 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Hoeveel kinderen in de VS en Engeland hebben dyslexie?",
      "type": "chart",
      "title": "Leerlingen in de VS met een specific learning disability, als aandeel van alle leerlingen op openbare scholen",
      "row": "2000–01",
      "column": "Aandeel van alle leerlingen",
      "value": "6,1%",
      "numeric_value": 6.1,
      "note": "NCES Digest, tabel 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Hoeveel kinderen in de VS en Engeland hebben dyslexie?",
      "type": "chart",
      "title": "Leerlingen in de VS met een specific learning disability, als aandeel van alle leerlingen op openbare scholen",
      "row": "2010–11",
      "column": "Aandeel van alle leerlingen",
      "value": "4,8%",
      "numeric_value": 4.8,
      "note": "NCES Digest, tabel 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Hoeveel kinderen in de VS en Engeland hebben dyslexie?",
      "type": "chart",
      "title": "Leerlingen in de VS met een specific learning disability, als aandeel van alle leerlingen op openbare scholen",
      "row": "2022–23",
      "column": "Aandeel van alle leerlingen",
      "value": "4,9%",
      "numeric_value": 4.9,
      "note": "NCES Digest, tabel 204.30",
      "data_year": null,
      "source": "National Center for Education Statistics (2023). Digest of Education Statistics, Table 204.30: Children 3 to 21 years old served under IDEA, Part B, by type of disability, 1976-77 through 2022-23. Accessed 2026-10-05.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Op welke leeftijd wordt dyslexie herkend?",
      "type": "chart",
      "title": "Leerlingen in Engeland met specific learning difficulty als belangrijkste behoefte, per leeftijd (2025/26)",
      "row": "5 jaar",
      "column": "Aandeel leerlingen",
      "value": "0,53%",
      "numeric_value": 0.53,
      "note": "3.143 leerlingen",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Op welke leeftijd wordt dyslexie herkend?",
      "type": "chart",
      "title": "Leerlingen in Engeland met specific learning difficulty als belangrijkste behoefte, per leeftijd (2025/26)",
      "row": "7 jaar",
      "column": "Aandeel leerlingen",
      "value": "1,30%",
      "numeric_value": 1.3,
      "note": "8.119 leerlingen",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Op welke leeftijd wordt dyslexie herkend?",
      "type": "chart",
      "title": "Leerlingen in Engeland met specific learning difficulty als belangrijkste behoefte, per leeftijd (2025/26)",
      "row": "9 jaar",
      "column": "Aandeel leerlingen",
      "value": "2,54%",
      "numeric_value": 2.54,
      "note": "16.643 leerlingen",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Op welke leeftijd wordt dyslexie herkend?",
      "type": "chart",
      "title": "Leerlingen in Engeland met specific learning difficulty als belangrijkste behoefte, per leeftijd (2025/26)",
      "row": "12 jaar",
      "column": "Aandeel leerlingen",
      "value": "3,29%",
      "numeric_value": 3.29,
      "note": "21.380 leerlingen",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Op welke leeftijd wordt dyslexie herkend?",
      "type": "chart",
      "title": "Leerlingen in Engeland met specific learning difficulty als belangrijkste behoefte, per leeftijd (2025/26)",
      "row": "15 jaar",
      "column": "Aandeel leerlingen",
      "value": "3,17%",
      "numeric_value": 3.17,
      "note": "20.221 leerlingen",
      "data_year": null,
      "source": "Department for Education (2026). Special educational needs in England, academic year 2025/26 (datasets: type of need; age and gender). Accessed 2026-10-05.",
      "source_url": "https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Dunedin (NZ)",
      "column": "Jongens",
      "value": "21,6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Dunedin (NZ)",
      "column": "Meisjes",
      "value": "7,9%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Dunedin (NZ)",
      "column": "Odds ratio",
      "value": "3,19",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Christchurch (NZ)",
      "column": "Jongens",
      "value": "20,6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Christchurch (NZ)",
      "column": "Meisjes",
      "value": "9,8%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "Christchurch (NZ)",
      "column": "Odds ratio",
      "value": "2,38",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "ONS (UK)",
      "column": "Jongens",
      "value": "17,6%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "ONS (UK)",
      "column": "Meisjes",
      "value": "13,0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "ONS (UK)",
      "column": "Odds ratio",
      "value": "1,43",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "E-Risk (UK)",
      "column": "Jongens",
      "value": "18,0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "E-Risk (UK)",
      "column": "Meisjes",
      "value": "13,0%",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Komt dyslexie vaker voor bij jongens of bij meisjes?",
      "type": "table",
      "title": "Leesproblemen naar sekse in vier bevolkingsstudies (zwakste 15 procent lezers)",
      "row": "E-Risk (UK)",
      "column": "Odds ratio",
      "value": "1,39",
      "numeric_value": null,
      "note": null,
      "data_year": null,
      "source": "Yang L, Li C, Li X et al. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sci, 12(2), 240. | Rutter M, Caspi A, Fergusson D et al. (2004). Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA, 291(16), 2007-12. | Quinn JM, Wagner RK (2015). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. J Learn Disabil, 48(4), 433-45. | Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK (2017). Explaining the sex difference in dyslexia. J Child Psychol Psychiatry, 58(6), 719-727. | Willcutt EG, Pennington BF (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J Learn Disabil, 33(2), 179-91.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/35204003/ | https://pubmed.ncbi.nlm.nih.gov/15113820/ | https://pubmed.ncbi.nlm.nih.gov/24153403/ | https://pubmed.ncbi.nlm.nih.gov/28176347/ | https://pubmed.ncbi.nlm.nih.gov/15505947/"
    },
    {
      "section": "Dyslexie in het Nederlands en andere talen",
      "type": "chart",
      "title": "Bekende woorden goed gelezen aan het eind van het eerste leesjaar",
      "row": "De meeste Europese talen (bijv. Fins, Duits, Spaans)",
      "column": "Woorden goed gelezen",
      "value": ">95%",
      "numeric_value": 95,
      "note": "13 Europese spellingssystemen",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dyslexie in het Nederlands en andere talen",
      "type": "chart",
      "title": "Bekende woorden goed gelezen aan het eind van het eerste leesjaar",
      "row": "Portugees, Frans, Deens",
      "column": "Woorden goed gelezen",
      "value": "≈75%",
      "numeric_value": 75,
      "note": "zelfde studie",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dyslexie in het Nederlands en andere talen",
      "type": "chart",
      "title": "Bekende woorden goed gelezen aan het eind van het eerste leesjaar",
      "row": "Engels, eerste jaar",
      "column": "Woorden goed gelezen",
      "value": "34%",
      "numeric_value": 34,
      "note": "zelfde studie",
      "data_year": null,
      "source": "Seymour PHK (2005). Early reading development in European orthographies. In Snowling MJ, Hulme C (eds.), The Science of Reading: A Handbook, 296-315. Blackwell.",
      "source_url": "https://sites.pitt.edu/~perfetti/PDF/Seymour.pdf"
    },
    {
      "section": "Dyslexie in de familie en erfelijkheid",
      "type": "chart",
      "title": "Kinderen die dyslexie kregen, met en zonder dyslexie in de familie",
      "row": "Ouder, broer of zus met dyslexie",
      "column": "Aandeel met dyslexie",
      "value": "45%",
      "numeric_value": 45,
      "note": "21 groepen, meta-analyse 2016",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Dyslexie in de familie en erfelijkheid",
      "type": "chart",
      "title": "Kinderen die dyslexie kregen, met en zonder dyslexie in de familie",
      "row": "Geen dyslexie in de familie",
      "column": "Aandeel met dyslexie",
      "value": "11,6%",
      "numeric_value": 11.6,
      "note": "controlegroepen, zelfde meta-analyse",
      "data_year": null,
      "source": "Snowling MJ, Melby-Lervåg M (2016). Oral language deficits in familial dyslexia: a meta-analysis and review. Psychol Bull, 142(5), 498-545.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/26727308/"
    },
    {
      "section": "Wat leesbegeleiding oplevert",
      "type": "chart",
      "title": "Gemiddeld effect van leesbegeleiding in vier meta-analyses",
      "row": "Groep 2–5, kleine groepjes",
      "column": "Effectgrootte",
      "value": "0,54",
      "numeric_value": 0.54,
      "note": "72 studies, basisvaardigheden, 2016",
      "data_year": null,
      "source": "Wanzek J, Vaughn S, Scammacca N et al. (2016). Meta-analyses of the effects of tier 2 type reading interventions in grades K-3. Educ Psychol Rev, 28(3), 551-576.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27594774/"
    },
    {
      "section": "Wat leesbegeleiding oplevert",
      "type": "chart",
      "title": "Gemiddeld effect van leesbegeleiding in vier meta-analyses",
      "row": "Basisschool, met (risico op) dyslexie",
      "column": "Effectgrootte",
      "value": "0,33",
      "numeric_value": 0.33,
      "note": "53 studies, gestandaardiseerd lezen, 2023",
      "data_year": null,
      "source": "Hall C, Dahl-Leonard K, Cho E et al. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: a systematic review and meta-analysis. Read Res Q, 58(2), 285-312.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/42609867/"
    },
    {
      "section": "Wat leesbegeleiding oplevert",
      "type": "chart",
      "title": "Gemiddeld effect van leesbegeleiding in vier meta-analyses",
      "row": "Klankgericht onderwijs, gerandomiseerd",
      "column": "Effectgrootte",
      "value": "0,32",
      "numeric_value": 0.32,
      "note": "22 RCT's, lezen, 2014",
      "data_year": null,
      "source": "Galuschka K, Ise E, Krick K, Schulte-Körne G (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PLoS One, 9(2), e89900.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24587110/"
    },
    {
      "section": "Wat leesbegeleiding oplevert",
      "type": "chart",
      "title": "Gemiddeld effect van leesbegeleiding in vier meta-analyses",
      "row": "Groep 6 tot eind middelbare school",
      "column": "Effectgrootte",
      "value": "0,21",
      "numeric_value": 0.21,
      "note": "gestandaardiseerde toetsen, 2015",
      "data_year": null,
      "source": "Scammacca NK, Roberts G, Vaughn S, Stuebing KK (2015). A meta-analysis of interventions for struggling readers in grades 4-12: 1980-2011. J Learn Disabil, 48(4), 369-90.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/24092916/"
    }
  ]
}