AN INVESTIGATION OF EXECUTIVE FUNCTION IN CHILDREN WITH DYSLEXIA

AKYUREK, GOKCEN; BUMIN, GONCA · 2019 · Crossref

DOI: 10.5455/pbs.20181128092027

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Summary

This study investigates executive function deficits in children with dyslexia, addressing a lack of consensus regarding how these cognitive impairments manifest in daily life behaviors. While dyslexia is primarily characterized by phonological and reading difficulties, researchers increasingly recognize it as involving multiple neurocognitive deficits. The authors aimed to assess specific executive function problems in this population to inform targeted therapeutic interventions, particularly within occupational therapy. The researchers conducted a cross-sectional study involving 158 children diagnosed with dyslexia (mean age 10.48 years) and a control group of 167 typically developing children matched for age and gender. Participants were recruited from Hacettepe University’s Occupational Therapy Department and local schools between 2015 and 2017. Executive functions were evaluated using the Behavior Rating Inventory of Executive Function (BRIEF), completed by both parents and teachers. This instrument assesses eight domains: inhibition, shift, emotional control, initiation, working memory, plan/organize, organization of materials, and monitor. Statistical analysis was performed using independent samples t-tests to compare scores between the two groups. Results indicated statistically significant differences (p<0.001) across all BRIEF subscales and composite indices for both teacher and parent reports. Children with dyslexia exhibited significantly higher impairment scores than the control group in every measured domain. Specifically, the dyslexic group demonstrated marked difficulties in working memory, inhibition, cognitive shifting, planning, organization, initiation, monitoring, and emotional regulation. For instance, parents and teachers reported that children with dyslexia struggled with remembering information, controlling impulses, adjusting to task changes, and managing frustration. The study notes that while maternal education and employment status differed between groups, these demographic factors did not account for the executive function disparities. The findings confirm that children with dyslexia suffer from broad executive dysfunction beyond phonological deficits, impacting their daily academic and social functioning. The authors conclude that occupational therapy programs for dyslexia must incorporate strategies to address these executive challenges, such as improving planning, organization, and emotional regulation. The study highlights the importance of evaluating executive functions in clinical settings to develop comprehensive treatment plans. Limitations include the lack of IQ matching between groups and the reliance on rating scales rather than performance-based psychometric tests, suggesting future research should utilize more rigorous experimental designs.

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• executive function