2020
DOI: 10.1177/0022219420981986
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Abstract: Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants’ EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents… Show more

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Cited by 4 publications
(6 citation statements)
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References 48 publications
(71 reference statements)
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“…The results obtained in the present study report statistically significant differences in the assessment of the executive functions of children with ASD by their parents and teachers, with teachers reporting greater difficulties. This result is consistent with previous studies conducted with participants with a clinical condition (Mares et al, 2007;Morte-Soriano et al, 2020;Soriano-Ferrer et al, 2014;Wochos et al, 2014).…”
Section: Discussionsupporting
confidence: 93%
See 1 more Smart Citation
“…The results obtained in the present study report statistically significant differences in the assessment of the executive functions of children with ASD by their parents and teachers, with teachers reporting greater difficulties. This result is consistent with previous studies conducted with participants with a clinical condition (Mares et al, 2007;Morte-Soriano et al, 2020;Soriano-Ferrer et al, 2014;Wochos et al, 2014).…”
Section: Discussionsupporting
confidence: 93%
“…Executive functions have been assessed by different informants in studies with children with typical development (Bausela-Herreras, 2018;Martoni et al, 2016;Soriano-Ferrer et al, 2014;Teglasi et al, 2017;Zorrilla, 2013), children with ADHD (Mares et al, 2007;Soriano-Ferrer et al 2014), children with dyslexia (Morte-Soriano et al, 2020), children with ASD (Gentil-Gutiérrez et al, 2022) and even children who had survived a brain tumor (Wochos et al, 2014).When analyzing possible discrepancies between informants in the assessment of the executive functions, in studies with participants with a clinical condition, significant differences between parents and teachers have been obtained more often, with the teachers' assessment usually being lower (Mares et al, 2007;Morte-Soriano et al, 2020;Soriano-Ferrer et al, 2014;Wochos et al, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…For instance, during quarantine, children reported significantly less motivation for reading on measures of the MRP and TVS-C and significantly less breadth of reading on the RAI. These findings are important because they clearly highlight a critical need to support students with dyslexia during atypical schooling conditions, just as it is well understood that such students should be well supported under more typical school conditions (Nelson and Harwood, 2011a;Morte-Soriano et al, 2020). These findings are also important because one cannot assume that most students will have less reading motivation during quarantine conditions.…”
Section: Discussionmentioning
confidence: 90%
“…The first decades of research in dyslexia were mainly devoted to the cognitive and biological underpinning of the disorder (Vellutino et al, 2004;Soriano-Ferrer and Piedra-Martínez, 2017). Compared to students with average to above average reading skills, accumulated evidence suggests that students with dyslexia can show a range of reading-related (e.g., pseudoword reading, spelling, vocabulary) and cognitive (e.g., rapid naming, verbal, working memory) difficulties (Soriano-Ferrer and Miranda, 2010;Kudo et al, 2015;Soriano-Ferrer et al, 2016;Morte-Soriano et al, 2020).…”
Section: Introductionmentioning
confidence: 99%
“…The first decades of research in dyslexia were mainly devoted to the cognitive and biological underpinning of the disorder (Vellutino et al, 2004;Soriano-Ferrer and Piedra-Martínez, 2017). Compared to students with average to above average reading skills, accumulated evidence suggests that students with dyslexia can show a range of reading-related (e.g., pseudoword reading, spelling, vocabulary) and cognitive (e.g., rapid naming, verbal, working memory) difficulties (Soriano-Ferrer and Miranda, 2010;Kudo et al, 2015;Soriano-Ferrer et al, 2016;Morte-Soriano et al, 2020).…”
Section: Introductionmentioning
confidence: 99%