title: Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: findings from a meta-analysis.
authors.affiliation: Department of Psychology, University of Strathclyde, Glasgow, UK. josephine.n.booth@strath.ac.uk
authors.forename: Josephine N
authors.initials: JN
authors.lastname: Booth
authors.forename: James M E
authors.initials: JM
authors.lastname: Boyle
authors.forename: Steve W
authors.initials: SW
authors.lastname: Kelly
mesh_terms: D000293:Adolescent; D017677:Age Distribution; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis* / Q000453:epidemiology* / Q000523:psychology; D015897:Comorbidity; D004192:Discrimination, Psychological; D004410:Dyslexia / Q000453:epidemiology* / Q000523:psychology; D056344:Executive Function; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests / Q000706:statistics & numerical data; D008297:Male; D011932:Reading; D017678:Sex Distribution; D013647:Task Performance and Analysis