Executive functions in children with dyslexia
Thais Barbosa1, Camila Cruz Rodrigues1,2, Claudia Berlim de Mello1
1Universidade Federal do Estado de São Paulo, Departamento de Psicobiologia, São Paulo SP, Brasil.
Arquivos De Neuro-Psiquiatria
|May 16, 2019
Summary
Children with dyslexia exhibit executive function challenges, including difficulties with shifting, working memory, and inhibition. These deficits are linked to phonological working memory impairments, a hallmark of dyslexia.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Dyslexia is a common learning disorder affecting reading acquisition.
- Executive functions (EF) are crucial cognitive processes for goal-directed behavior.
- Previous research suggests a potential link between dyslexia and EF deficits.
Purpose of the Study:
- To investigate executive function (EF) abilities in children with dyslexia.
- To specifically examine difficulties in shifting, working memory, and inhibition.
- To explore the relationship between EF deficits and phonological working memory in dyslexia.
Main Methods:
- A sample of 47 children (ages 8-13) was recruited.
- The sample included 24 children diagnosed with dyslexia and 23 typically developing controls.
- A comprehensive battery of neuropsychological tests was administered to assess EF.
Main Results:
- Children with dyslexia demonstrated significant executive function deficits compared to controls.
- Specific EF impairments included difficulties in selective attention, shifting, and inhibitory control.
- These EF challenges were associated with underlying phonological working memory deficits.
Conclusions:
- Findings confirm executive function impairments in children with dyslexia.
- The results underscore the critical role of phonological skill dysfunctions in dyslexia.
- This study supports the established consensus on the central involvement of phonological deficits in dyslexia.
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