Executive functions in children with dyslexia

Executive functions in children with dyslexia

ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery o...

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Bibliographic Details
Published in:Arquivos de neuro-psiquiatria Vol. 77; no. 4; pp. 254 - 259
Main Authors: Barbosa, Thais, Rodrigues, Camila Cruz, Mello, Claudia Berlim de, Silva, Mariana Cristina de Souza e, Bueno, Orlando Francisco Amodeo
Format: Journal Article
Language:English
Published: Rua do Matoso 170, Rio de Janeiro, RJ, CEP 20270-135, Brazil Thieme Revinter Publicações Ltda 01-04-2019
Arquivos de Neuro-Psiquiatria
Academia Brasileira de Neurologia - ABNEURO
Academia Brasileira de Neurologia (ABNEURO)
Subjects:
Adolescent
Attention - physiology
Case-Control Studies
Child
Children
cognition
Disability Evaluation
Dyslexia
Dyslexia - physiopathology
Executive function
Executive Function - physiology
Female
Humans
Male
Memory, Short-Term - physiology
Neuropsychological Tests
NEUROSCIENCES
Phonetics
Phonology
PSYCHIATRY
Reference Values
Short term memory
cognição
cognition
Dislexia
criança
Dyslexia
função executiva
executive function
child
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Summary:ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0004-282X
1678-4227
1678-4227
DOI:10.1590/0004-282X20190033