Theory of Mind in Children and Adolescents with Specific Learning Disabilities: A Meta-Analysis

There is an established connection between specific learning disabilities and academic achievement. However, it hasn’t been properly researched yet, specifically the connection between specific learning disabilities and theory of mind. To address this research gap, we decided to conduct a meta-analysis examining ToM abilities in children and adolescents with SLD in comparison to their typically developed peers. Our sample included 12 studies, with 30 effect sizes, and 1279 participants aged 6 to 16 years (M = 10.54 years). Results showed that individuals with SLD had poorer ToM abilities compared to typically developing peers, with larger differences observed in verbal ToM tasks compared to non-verbal ones. This suggests that language-related and cognitive demands may contribute to lower performance on ToM tasks in individuals with SLD. These findings underscore the importance of considering socio-cognitive abilities when understanding the academic and social challenges faced by individuals with SLD. The results also suggest that interventions focusing on language and executive functions and use of clear language and feedback may support ToM development. Key words: theory of mind, reading comprehension, mentalizing, specific learning disabilities, academic achievement