{
  "generatedAt": "2026-10-12T17:05:31.804Z",
  "name": "Dyscalculie statistieken 2026: hoe vaak komt dyscalculie voor?",
  "page": "https://dyscalculia.io/nl/dyscalculie-statistieken",
  "updated": "2026-10-06",
  "inLanguage": "nl",
  "license": {
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    "url": "https://creativecommons.org/licenses/by/4.0/",
    "note": "The licence covers the compilation (text, tables, charts); each figure belongs to the source cited with it."
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      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "van de schoolgaande kinderen heeft dyscalculie (overzicht van bevolkingsstudies)",
      "column": "",
      "value": "3–6%",
      "numeric_value": "",
      "note": "",
      "data_year": "2000",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "van 3.029 kinderen in een Israëlisch bevolkingsonderzoek",
      "column": "",
      "value": "6,5%",
      "numeric_value": "",
      "note": "",
      "data_year": "1996",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "van 2.421 Britse basisschoolkinderen had een dyscalculieprofiel",
      "column": "",
      "value": "5,7%",
      "numeric_value": "",
      "note": "",
      "data_year": "2018",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "zat zes jaar later nog in het zwakste kwart voor rekenen",
      "column": "",
      "value": "95%",
      "numeric_value": "",
      "note": "",
      "data_year": "2005",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "grotere kans om ook dyslexie te hebben",
      "column": "",
      "value": "OR 12,25",
      "numeric_value": "",
      "note": "",
      "data_year": "2019",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "In één oogopslag",
      "type": "key_figure",
      "title": "",
      "row": "gemiddelde effectgrootte van gerichte rekenhulp",
      "column": "",
      "value": "0,52",
      "numeric_value": "",
      "note": "",
      "data_year": "2019",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Hoe vaak komt dyscalculie voor?",
      "type": "chart",
      "title": "Dyscalculie in bevolkingsstudies",
      "row": "Israël, 11 jaar",
      "column": "Percentage",
      "value": "6,5%",
      "numeric_value": 6.5,
      "note": "N = 3.029, verschenen in 1996",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Hoe vaak komt dyscalculie voor?",
      "type": "chart",
      "title": "Dyscalculie in bevolkingsstudies",
      "row": "Brazilië, 2e–6e leerjaar",
      "column": "Percentage",
      "value": "6,0%",
      "numeric_value": 6,
      "note": "rekenproblemen, N = 1.618, 2016",
      "data_year": "",
      "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 dyscalculie voor?",
      "type": "chart",
      "title": "Dyscalculie in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, basisschool",
      "column": "Percentage",
      "value": "5,7%",
      "numeric_value": 5.7,
      "note": "DSM-5-criteria, N = 2.421, 2018",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "Hoe vaak komt dyscalculie voor?",
      "type": "chart",
      "title": "Dyscalculie in bevolkingsstudies",
      "row": "Engeland, 8–9 en 12–13 jaar",
      "column": "Percentage",
      "value": "5,6%",
      "numeric_value": 5.6,
      "note": "N = 1.757, 2018",
      "data_year": "",
      "source": "Devine A, Hill F, Carey E, Szűcs D (2018). Cognitive and emotional math problems largely dissociate: prevalence of developmental dyscalculia and mathematics anxiety. J Educ Psychol, 110(3), 431-444.",
      "source_url": "https://doi.org/10.1037/edu0000222"
    },
    {
      "section": "Hoe vaak komt dyscalculie voor?",
      "type": "chart",
      "title": "Dyscalculie in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, 9–10 jaar",
      "column": "Percentage",
      "value": "3,6%",
      "numeric_value": 3.6,
      "note": "1,3% alleen rekenen + 2,3% ook lezen, N = 1.206, 1994",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Nederland",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Nederland",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Nederland",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "België",
      "column": "Schatting uit onderzoek",
      "value": "2,3–7,7% afhankelijk van de leeftijd (Vlaanderen, N = 3.978, 2004)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "België",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "België",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Verenigde Staten",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijke prevalentiestudie gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Verenigde Staten",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "2.408.000 leerlingen, 4,9% van alle leerlingen in het openbaar onderwijs (2022–23)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Verenigde Staten",
      "column": "Wat het cijfer omvat",
      "value": "Specifieke leerstoornis onder IDEA: lezen, schrijven en rekenen samen",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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 2026-10-06.",
      "source_url": "https://nces.ed.gov/programs/digest/d23/tables/dt23_204.30.asp"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Engeland (VK)",
      "column": "Schatting uit onderzoek",
      "value": "5,7% (Britse steekproef basisschool, 2018)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/ | https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Engeland (VK)",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "180.217 leerlingen met een specifieke leerstoornis als belangrijkste ondersteuningsbehoefte (2025/26)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/ | https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Engeland (VK)",
      "column": "Wat het cijfer omvat",
      "value": "Omvat dyslexie, dyscalculie en dyspraxie; alleen de belangrijkste behoefte wordt geregistreerd",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940. | Department for Education (2026). Special educational needs in England, academic year 2025/26 (type of need). Accessed 2026-10-06.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/ | https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Duitsland",
      "column": "Schatting uit onderzoek",
      "value": "3–7% (richtlijn, 2019)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
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    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Duitsland",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Duitsland",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Oostenrijk",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Oostenrijk",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Oostenrijk",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Zwitserland",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Zwitserland",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Zwitserland",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Frankrijk",
      "column": "Schatting uit onderzoek",
      "value": "Geen Franse studie gevonden; internationale studies 3,6–7,7% (Inserm, 2007)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Frankrijk",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Frankrijk",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Inserm (2007). Dyslexie, dysorthographie, dyscalculie : bilan des données scientifiques. Expertise collective, chapitre 11 : Dyscalculie et troubles de l'apprentissage de l'arithmétique. Accessed 2026-10-06.",
      "source_url": "https://ipubli.inserm.fr/bitstream/handle/10608/110/Chapitre_11.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Spanje",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "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 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Spanje",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Leerstoornissen: 26,8% van de leerlingen met andere specifieke ondersteuningsbehoeften (2024–25)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "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 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Spanje",
      "column": "Wat het cijfer omvat",
      "value": "Alle leerstoornissen samen; dyscalculie wordt niet apart vermeld",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "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 2026-10-06.",
      "source_url": "https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/04/20260430-apoyoeducativo.html"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Mexico",
      "column": "Schatting uit onderzoek",
      "value": "Geen landelijk cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Mexico",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Mexico",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "",
      "source_url": ""
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Brazilië",
      "column": "Schatting uit onderzoek",
      "value": "6,0% rekenproblemen, 2e–6e leerjaar, vier steden (2016)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Brazilië",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Geen officieel cijfer gevonden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Brazilië",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "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": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Wereldwijd",
      "column": "Schatting uit onderzoek",
      "value": "3–6% over bevolkingsstudies heen (overzicht, 2000)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Wereldwijd",
      "column": "Dichtstbijzijnde officiële cijfer",
      "value": "Er bestaat geen wereldwijde telling",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Dyscalculie cijfers per land",
      "type": "table",
      "title": "Dyscalculie per land: onderzoeksschattingen en officiële cijfers, elk met jaartal",
      "row": "Wereldwijd",
      "column": "Wat het cijfer omvat",
      "value": "–",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Shalev RS, Auerbach J, Manor O et al. (2000). Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry, 9 Suppl 2(), II58-64.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/11138905/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Israël, 1996",
      "column": "Kinderen",
      "value": "3.029",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Israël, 1996",
      "column": "Uitkomst",
      "value": "Ongeveer gelijk: 75 meisjes, 65 jongens met dyscalculie",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, 1994",
      "column": "Kinderen",
      "value": "1.206",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, 1994",
      "column": "Uitkomst",
      "value": "Evenveel jongens als meisjes met rekenproblemen",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Lewis C, Hitch GJ, Walker P (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls. J Child Psychol Psychiatry, 35(2), 283-92.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8188799/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Engeland, 2013",
      "column": "Kinderen",
      "value": "1.004",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Devine A, Soltész F, Nobes A et al. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learn Instr, 27(), 31-39.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27667904/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Engeland, 2013",
      "column": "Uitkomst",
      "value": "Gelijk bij een vaste grens; alleen een verschil bij een definitie op basis van de kloof tussen rekenen en lezen",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Devine A, Soltész F, Nobes A et al. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learn Instr, 27(), 31-39.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/27667904/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, 2018",
      "column": "Kinderen",
      "value": "2.421",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Verenigd Koninkrijk, 2018",
      "column": "Uitkomst",
      "value": "Hardnekkige rekenproblemen even vaak bij jongens als bij meisjes",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Morsanyi K, van Bers BMCW, McCormack T, McGourty J (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol, 109(4), 917-940.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/29974939/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Duitsland, 2014",
      "column": "Kinderen",
      "value": "1.633",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Moll K, Kunze S, Neuhoff N et al. (2014). Specific learning disorder: prevalence and gender differences. PLoS One, 9(7), e103537.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25072465/"
    },
    {
      "section": "Komt dyscalculie vaker voor bij jongens of meisjes?",
      "type": "table",
      "title": "Dyscalculie bij jongens en meisjes in bevolkingsstudies",
      "row": "Duitsland, 2014",
      "column": "Uitkomst",
      "value": "Meer meisjes: ongeveer 59% van de kinderen met rekenproblemen (eigen berekening)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Moll K, Kunze S, Neuhoff N et al. (2014). Specific learning disorder: prevalence and gender differences. PLoS One, 9(7), e103537.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/25072465/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "OR 12,25",
      "column": "Wat het meet",
      "value": "Kans op dyslexie bij mensen met dyscalculie",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "OR 12,25",
      "column": "Bron",
      "value": "Meta-analyse achter de richtlijn, 2019",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "OR 2,12",
      "column": "Wat het meet",
      "value": "Kans op een leesstoornis bij leerlingen met een rekenstoornis",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Joyner RE, Wagner RK (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Sci Stud Read, 24(1), 14-22.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/32051676/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "OR 2,12",
      "column": "Bron",
      "value": "Meta-analyse, 2020",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Joyner RE, Wagner RK (2020). Co-occurrence of reading disabilities and math disabilities: a meta-analysis. Sci Stud Read, 24(1), 14-22.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/32051676/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "17%",
      "column": "Wat het meet",
      "value": "Kinderen met dyscalculie die ook dyslexie hadden (strenge grens voor lezen)",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "17%",
      "column": "Bron",
      "value": "Israël, 1996",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "26%",
      "column": "Wat het meet",
      "value": "Kinderen met dyscalculie met kenmerken van ADHD",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "26%",
      "column": "Bron",
      "value": "Israël, 1996",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Gross-Tsur V, Manor O, Shalev RS (1996). Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 38(1), 25-33.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/8606013/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "18,1%",
      "column": "Wat het meet",
      "value": "Kinderen met ADHD die een rekenstoornis hadden",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiatry, 53(6), 392-9.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/18616860/"
    },
    {
      "section": "Dyscalculie samen met dyslexie en ADHD",
      "type": "table",
      "title": "Hoe vaak dyscalculie samen met andere problemen voorkomt",
      "row": "18,1%",
      "column": "Bron",
      "value": "Canada, 2008",
      "numeric_value": "",
      "note": "",
      "data_year": "",
      "source": "Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiatry, 53(6), 392-9.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/18616860/"
    },
    {
      "section": "Blijft dyscalculie tot in de volwassenheid?",
      "type": "chart",
      "title": "Kinderen met dyscalculie, jaren nadat het werd herkend",
      "row": "Nog in het zwakste kwart, 6 jaar later",
      "column": "Deel van de kinderen",
      "value": "95%",
      "numeric_value": 95,
      "note": "104 kinderen opnieuw getest, 2005",
      "data_year": "",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "Blijft dyscalculie tot in de volwassenheid?",
      "type": "chart",
      "title": "Kinderen met dyscalculie, jaren nadat het werd herkend",
      "row": "Voldeed nog aan de criteria, 3 jaar later",
      "column": "Deel van de kinderen",
      "value": "47%",
      "numeric_value": 47,
      "note": "57/123 kinderen, 1998",
      "data_year": "",
      "source": "Shalev RS, Manor O, Auerbach J, Gross-Tsur V (1998). Persistence of developmental dyscalculia: what counts? Results from a 3-year prospective follow-up study. J Pediatr, 133(3), 358-62.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/9738716/"
    },
    {
      "section": "Blijft dyscalculie tot in de volwassenheid?",
      "type": "chart",
      "title": "Kinderen met dyscalculie, jaren nadat het werd herkend",
      "row": "Voldeed nog aan de criteria, 6 jaar later",
      "column": "Deel van de kinderen",
      "value": "40%",
      "numeric_value": 40,
      "note": "42/104 kinderen, 2005",
      "data_year": "",
      "source": "Shalev RS, Manor O, Gross-Tsur V (2005). Developmental dyscalculia: a prospective six-year follow-up. Dev Med Child Neurol, 47(2), 121-5.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/15707235/"
    },
    {
      "section": "Rekenangst: cijfers naast dyscalculie",
      "type": "chart",
      "title": "15-jarigen met rekenangst, OESO-gemiddelde (PISA 2012)",
      "row": "Bang dat wiskundelessen moeilijk zijn",
      "column": "Leerlingen die het eens zijn",
      "value": "59%",
      "numeric_value": 59,
      "note": "OESO-gemiddelde, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Rekenangst: cijfers naast dyscalculie",
      "type": "chart",
      "title": "15-jarigen met rekenangst, OESO-gemiddelde (PISA 2012)",
      "row": "Erg gespannen bij wiskundehuiswerk",
      "column": "Leerlingen die het eens zijn",
      "value": "33%",
      "numeric_value": 33,
      "note": "OESO-gemiddelde, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Rekenangst: cijfers naast dyscalculie",
      "type": "chart",
      "title": "15-jarigen met rekenangst, OESO-gemiddelde (PISA 2012)",
      "row": "Word erg nerveus bij wiskundeopgaven",
      "column": "Leerlingen die het eens zijn",
      "value": "31%",
      "numeric_value": 31,
      "note": "OESO-gemiddelde, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Rekenangst: cijfers naast dyscalculie",
      "type": "chart",
      "title": "15-jarigen met rekenangst, OESO-gemiddelde (PISA 2012)",
      "row": "Voel me hulpeloos bij een wiskundeopgave",
      "column": "Leerlingen die het eens zijn",
      "value": "30%",
      "numeric_value": 30,
      "note": "OESO-gemiddelde, PISA 2012",
      "data_year": "",
      "source": "OECD (2015). Does math make you anxious? PISA in Focus No. 48 (PISA 2012 data). Accessed 2026-10-06.",
      "source_url": "https://www.oecd.org/content/dam/oecd/en/publications/reports/2015/02/does-math-make-you-anxious_g17a25bf/5js6b2579tnx-en.pdf"
    },
    {
      "section": "Effect van hulp bij dyscalculie",
      "type": "chart",
      "title": "Gemiddeld effect van rekenhulp in drie meta-analyses",
      "row": "Rekenfeiten vlot leren oefenen",
      "column": "Effectgrootte",
      "value": "0,76",
      "numeric_value": 0.76,
      "note": "35 studies, leerlingen met rekenproblemen, 2026",
      "data_year": "",
      "source": "Douglas GP, Myers JA, Mason KK, Powell SR, Lariviere DO (2026). A meta-analysis of mathematics fact fluency interventions for students with mathematics difficulties (MD). J Learn Disabil, 59(3), 135-160.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/41787952/"
    },
    {
      "section": "Effect van hulp bij dyscalculie",
      "type": "chart",
      "title": "Gemiddeld effect van rekenhulp in drie meta-analyses",
      "row": "Digitale programma's",
      "column": "Effectgrootte",
      "value": "0,55",
      "numeric_value": 0.55,
      "note": "15 gerandomiseerde studies, 1.073 kinderen, 2020",
      "data_year": "",
      "source": "Benavides-Varela S, Zandonella Callegher C, Fagiolini B et al. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: a meta-analysis. Comput Educ, 157, 103953.",
      "source_url": "https://doi.org/10.1016/j.compedu.2020.103953"
    },
    {
      "section": "Effect van hulp bij dyscalculie",
      "type": "chart",
      "title": "Gemiddeld effect van rekenhulp in drie meta-analyses",
      "row": "Alle programma's (Duitse richtlijn)",
      "column": "Effectgrootte",
      "value": "0,52",
      "numeric_value": 0.52,
      "note": "dyscalculie, 2019",
      "data_year": "",
      "source": "Haberstroh S, Schulte-Körne G (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114.",
      "source_url": "https://pubmed.ncbi.nlm.nih.gov/30905334/"
    }
  ]
}