Research Symposium

BIO

Alyssa Montanez is a junior at Florida State University pursuing a Bachelor of Science in Psychology. She plans to pursue a minor in Spanish. Alyssa gained research experience as a research assistant at her community college, working with Dr. Robert Caruso, PhD, on a project examining self efficacy among college students. Currently, she participates in the Undergraduate Research Opportunity Program (UROP), working with Dr. Richard Wagner, PhD, on a meta-analysis investigating dyslexia, gaining experience in data collection, coding, and analyzing research findings. Following graduation, Alyssa plans to pursue graduate study in psychology, with the goal of earning a PhD. She hopes to become a licensed counseling psychologist, applying what she has learned in research to help people and improve understanding of how to support mental health. Her academic and research experiences have provided a strong foundation for achieving these goals and participating in the Undergraduate Research Symposium.

Meta-Analysis of Risk-Factors for Dyslexia

Abstract

Dyslexia is a distinct, complex neurodevelopmental condition that significantly impacts lifelong educational outcomes and affects up to 20% of the population. Dyslexia is primarily characterized by impaired word recognition and decoding difficulties. While there has been much research on dyslexia, individual small-scale studies often lack the necessary statistical power to generalize these findings across a multitude of diverse groups. This research, conducted through Florida State University’s NIH Multidisciplinary Learning Disabilities Research Center, utilizes a large-scale meta analysis to establish an evidence-based understanding of the prevalence and underlying mechanisms of dyslexia. The methodology follows a rigorous systematic framework to screen and synthesize decades of global research. Following an extensive literature review of over 3,800 identified studies, researchers applied a standardized codebook and strict inclusionary criteria to exclude methodologically unsound data and refine the sample. Preliminary results have yielded a group of high-quality studies that provide precise effect sizes regarding the cognitive and behavioral markers of this disorder. By aggregating these data, the project is developing a large-scale correlation matrix to identify and weigh predictive neurobiological signs. These findings underscore the importance of treating dyslexia as a specific challenge requiring specialized, evidence-based approaches for diagnosis and intervention. Ultimately, this research aims to bridge the gap between laboratory findings and real-world application by creating a robust scientific foundation for earlier prediction, more accurate clinical diagnosis, and more effective instructional policies. This comprehensive synthesis provides the clarity necessary to improve long-term academic trajectories for all individuals who are currently struggling with these learning disabilities.

Keywords: Dyslexia, Meta-analysis, Learning disabilities