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Related Experiment Video

Updated: Jan 23, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

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Published on: August 16, 2024

Executive Functioning and Narrative Language in Children With Dyslexia.

Evelyn L Fisher¹, Andrea Barton-Hulsey², Casy Walters¹

¹Department of Psychology, Georgia State University, Atlanta.

American Journal of Speech-Language Pathology

|June 16, 2019

Summary

Executive functioning, specifically working memory updating, significantly impacts narrative language skills in children with dyslexia. This highlights the importance of assessing both language and cognitive abilities for a comprehensive evaluation.

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Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

Child Psychology
Neurodevelopmental Disorders
Speech and Language Pathology

Background:

Children with dyslexia often exhibit difficulties in nonphonological language aspects and executive functioning.
Executive functioning deficits can impact both the structural and functional components of language.

Purpose of the Study:

To examine how executive functioning influences language abilities (structural and functional) in students with dyslexia.
To determine if working memory updating uniquely predicts narrative language skills beyond structural language proficiency.

Main Methods:

Utilized comprehensive language and cognitive assessments on 92 third- and fourth-grade students with dyslexia.
Employed measures including the Clinical Evaluation of Language Fundamentals-Fourth Edition and the Delis-Kaplan Executive Function Scale.
Applied hierarchical regression analysis to assess the predictive power of working memory updating on narrative language.

Main Results:

Language measures showed low correlations, indicating they assess distinct aspects of language ability in dyslexia.
Working memory updating significantly predicted unique variance in oral narrative production, independent of structural language skills.
Executive functioning, particularly working memory updating, plays a crucial role in functional language expression.

Conclusions:

Comprehensive language evaluations for children with dyslexia should include diverse measures of structural and functional skills.
Incorporating executive functioning assessments, especially for working memory updating, is vital for identifying contributors to expressive language challenges.
Understanding the interplay between executive functions and language is key for targeted interventions in dyslexia.