Executive functions in children with dyslexia

Barbosa, Thaís; Rodrigues, Camila Cruz; Mello, Cláudia Berlim de; Silva, Mariana Cristina de Souza e; Bueno, Orlando Francisco Amodeo

doi:10.1590/0004-282x20190033

Cited by 26 publications

(24 citation statements)

References 27 publications

(24 reference statements)

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“…There is a large amount of experimental data suggesting that the reading deficit in dyslexia is closely linked to EF: children with dyslexia often show reduced EF when compared to age‐matched typical readers (TR) (Barbosa, Rodrigues, Mello, Silva, & Bueno, 2019). Individuals with dyslexia show impaired EF such as inhibition, working memory (Brosnan et al, 2002), and shifting (Hari & Renvall, 2001), among others.…”

Section: Introductionmentioning

confidence: 99%

The role of visual attention in dyslexia: Behavioral and neurobiological evidence

Taran

Farah

DiFrancesco

et al. 2022

Human Brain Mapping

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Poor phonological processing has typically been considered the main cause of dyslexia. However, visuo‐attentional processing abnormalities have been described as well. The goal of the present study was to determine the involvement of visual attention during fluent reading in children with dyslexia and typical readers. Here, 75 children (8–12 years old; 36 typical readers, 39 children with dyslexia) completed cognitive and reading assessments. Neuroimaging data were acquired while children performed a fluent reading task with (a) a condition where the text remained on the screen (Still) versus (b) a condition in which the letters were being deleted (Deleted). Cognitive assessment data analysis revealed that visual attention, executive functions, and phonological awareness significantly contributed to reading comprehension in both groups. A seed‐to‐voxel functional connectivity analysis was performed on the fluency functional magnetic resonance imaging task. Typical readers showed greater functional connectivity between the dorsal attention network and the left angular gyrus while performing the Still and Deleted reading tasks versus children with dyslexia. Higher connectivity values were associated with higher reading comprehension. The control group showed increased functional connectivity between the ventral attention network and the fronto‐parietal network during the Deleted text condition (compared with the Still condition). Children with dyslexia did not display this pattern. The results suggest that the synchronized activity of executive, visual attention, and reading‐related networks is a pattern of functional integration which children with dyslexia fail to achieve. The present evidence points toward a critical role of visual attention in dyslexia.

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Section: Introductionmentioning

confidence: 99%

The role of visual attention in dyslexia: Behavioral and neurobiological evidence

Taran

Farah

DiFrancesco

et al. 2022

Human Brain Mapping

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show abstract

“…Por tanto, los niños con TDL y dislexia muestran dificultades en el lenguaje, bien en su vertiente oral, escrita o en ambas (Bishop & Snowling, 2004). Tanto el alumnado con dislexia como aquél con TDL presentan dificultades en la conciencia fonológica, la memoria de trabajo verbal, el procesamiento sintáctico, la semántica y la ortografía (Barbosa, Rodrigues, Mello, Silva, & Bueno, 2019;De La Peña Álvarez & Bernabéu Brotóns, 2018;Lonergan et al, 2019). Entre las dificultades más frecuentes de ambos trastornos están las dificultades en la fluidez verbal (Smith-Spark, Henry, Messer, & Zięcik, 2017;Weckerly, Wulfeck, & Reilly, 2001) y en la memoria fonológica (Bishop & Snowling, 2004;Conti-Ramsden, Botting, & Faragher, 2001).…”

Section: Introductionunclassified

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

Aguilar‐Mediavilla

Guirado-Moreno

Sanchez-Azanza

et al. 2021

RLOG

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El objetivo de este trabajo fue evaluar el impacto de una intervención escolar en control inhibitorio llevada a cabo dentro de diversas aulas de segundo ciclo de primaria (9-11 años) que tenían alumnos con Trastorno del Desarrollo del Lenguaje (n = 5) o dislexia (n = 4) y sus compañeros de aula sin dificultades (n = 6). El diseño siguió un modelo pre-post intervención con las variables dependientes fluidez verbal, memoria fonológica y control inhibitorio. La intervención consistió en ocho sesiones de 10 minutos a todo el grupo clase, dos por semana durante cuatro semanas, más una sesión larga de 1 hora en grupo pequeño en medio de las sesiones, en las que se realizaba actividades basadas en diferentes tareas de control inhibitorio (“Stroop”, “Go-no go”, “Plots”, “Simon”,…). Los niños con TDL y dislexia mostraron una puntuación más baja en memoria fonológica antes de la intervención. La intervención sólo tuvo efecto en una leve mejora en todos los grupos en la memoria fonológica. Sin embargo, las comparaciones entre los grupos post-intervención mostraron puntuaciones significativamente más bajas en el grupo TDL respecto a los otros dos en fluencia verbal y control inhibitorio, que pueden indicar una posible mejoría de los grupos de dislexia y sin dificultades en estas variables. En conclusión, la intervención tuvo un escaso efecto, especialmente en el grupo con TDL. Se requieren más trabajos con un mayor número de participantes y de sesiones de intervención para poder corroborar la falta de efecto específico sobre el control inhibitorio y la fluencia verbal en los grupos intervenidos.

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“…In fact, the phonological awareness is the best single predictor of successful reading ( Brady and Shankweiler, 2013 ). Those phonological working memory deficits have been shown to adversely affect executive functions, such as inhibitory control and selective attention in school children ( Barbosa et al, 2019 ). Indeed, there is some data that developmental dyslexia could be related to more general problems in higher-order cognitive mechanisms like executive attention and multimodal working memory ( Varvara et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study

Leśniak

Grzybowski

2021

Front. Psychol.

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The study explored how well-dyslexic youth deals with written messages in an environment simulating popular social network communication system. The messaging systems, present more and more in pandemic and post-pandemic online world, are rich in nonverbal aspects of communicating, namely, the emoticons. The pertinent question was whether the presence of emoticons in written messages of emotional and non-emotional content changes the comprehension of the messages. Thirty-two pupils aged 11–15 took part in the study, 16 had a school-approved diagnosis of dyslexia and were included in the experimental group. Sixteen controls had no diagnosed disabilities. Both groups viewed short messages of four types (each including seven communicates): verbal-informative (without emoticons and emotional verbal content), verbal-emotive (without emoticons, with emotional verbal content), emoticon-informative (including emoticon-like small pictures, but without emotional content either verbal or nonverbal), and emoticon-emotive (with standard emoticons and including verbal-emotional content). The participants had to answer short questions after quick presentation of each message that tested their comprehension of the content. RTs and accuracy of the answers were analyzed. Students without dyslexia had shorter response times to the questions regarding all types of messages than the dyslexic participants. The answers of the experimental group to the questions about the emoticon-informative messages were less correct. The study pointed tentatively to the beneficial role of emoticons (especially the nonstandard, i.e., of non-emotional kind) in reading short messages with understanding.

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Executive functions in children with dyslexia

Cited by 26 publications

References 27 publications

The role of visual attention in dyslexia: Behavioral and neurobiological evidence

The role of visual attention in dyslexia: Behavioral and neurobiological evidence

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

The Role of Emoticons in the Comprehension of Emotional and Non-emotional Messages in Dyslexic Youth – A Preliminary Study

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