Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta‐analysis

Abstract

Research studies have implicated executive functions in reading difficulties (RD). But while some studies have found children with RD to be impaired on tasks of executive function other studies report unimpaired performance. A meta-analysis was carried out to determine whether these discrepant findings can be accounted for by differences in the tasks of executive function that are utilized. A total of 48 studies comparing the performance on tasks of executive function of children with RD with their typically developing peers were included in the meta-analysis, yielding 180 effect sizes. An overall effect size of 0.57 (SE .03) was obtained, indicating that children with RD have impairments on tasks of executive function. However, effect sizes varied considerably suggesting that the impairment is not uniform. Moderator analysis revealed that task modality and IQ-achievement discrepancy definitions of RD influenced the magnitude of effect; however, the age and gender of participants and the nature of the RD did not have an influence. While the children's RD were associated with executive function impairments, variation in effect size is a product of the assessment task employed, underlying task demands, and definitional criteria.

Executive functions in adults with developmental dyslexia

“…Working memory impairment has been identified as one of the most problematic areas of EF for children with dyslexia (Booth et al, 2010) and has been argued to be a defining Executive functions in adult dyslexia 19 characteristic of dyslexia in adults by McLoughlin et al (1994). Given the severity of deficits in the phonological domain (e.g., Vellutino, 1979), most research on working memory in dyslexia has focused on identifying impairments in phonological loop function (e.g., Ackerman & Dykman, 1993;Cohen, Netley & Clarke, 1984;Gould & Glencross, 1990;Helland & Asbjørnsen, 2004;Jorm, 1983;Palmer, 2000;Roodenrys & Stokes, 2001).…”

“…Higher GEC scores were, therefore, expected in the group with dyslexia. Beyond this, the general literature on EF in dyslexia (e.g., Booth et al, 2010) suggested that group-related differences might be found on the Metacognition Index; in particular, problems were expected with working memory, organization, and planning. Problems on the Behavioral Regulation Index were hypothesized to be less likely.…”

“…The Digit-Symbol subtest of the Wechsler Adult Intelligence Scale-III (WAIS-III; Wechsler, 1998) was used to assess processing speed, another area of impairment in dyslexia (see, for example, Booth et al, 2010). The group with dyslexia were significantly slower at processing information than the control group.…”

Behavioral inhibition in children with learning disabilities

“…The evidence for the modality specificity hypothesis in children with MD and RD is mixed. Some studies reported modality-specific impairments in children with RD (e.g., Swanson, Zheng, & Jerman, 2009) and in children with MD (e.g., Bull & Scerif, 2001;Passolunghi et al, 2005;van der Sluis et al, 2004), whereas others reported domain-general impairments (e.g., Booth, Boyle, & Kelly, 2010;Zhang & Wu, 2011). …”

“…Do children with RD, children with MD and children with RD+MD (without ADHD) show deficits in behavioral inhibition as measured by a Go/no-go task (e.g., Passolunghi et al, 2005;Reiter et al, 2005)? 2. If behavioral inhibition impairments are found in children with learning disabilities, are they modality-specific (e.g., Bull & Scerif, 2001) or domain-general (e.g., Booth et al, 2010)? Is there a difference between performance on alphanumeric and non-alphanumeric behavioral inhibition measures in children with RD, MD and RD+MD? 3.…”