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Executive Functioning in Different Types of Reading Disabilities

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dc.contributor.authorCadime, Irene
dc.contributor.authorRodrigues, Bruna
dc.contributor.authorRibeiro, Iolanda
dc.contributor.authorMartín-Aragoneses, María Teresa
dc.contributor.orcidhttps://orcid.org/0000-0001-8285-4824
dc.contributor.orcidhttps://orcid.org/0000-0002-4201-6719
dc.date.accessioned2025-02-18T17:27:59Z
dc.date.available2025-02-18T17:27:59Z
dc.date.issued2024-10-14
dc.descriptionThe registered version of this article, first published in “Journal of Intelligence 12: 101", is available online at the publisher's website: MDPI, https://doi.org/10.3390/jintelligence12100101 La versión registrada de este artículo, publicado por primera vez en “Journal of Intelligence 12: 101", está disponible en línea en el sitio web del editor: MDPI, https://doi.org/10.3390/jintelligence12100101
dc.description.abstractStudents with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.en
dc.description.versionversión publicada
dc.identifier.citationIrene Cadime, Bruna Rodrigues, Iolanda Ribeiro, and María Teresa Martín-Aragoneses. 2024. Executive Functioning in Different Types of Reading Disabilities. Journal of Intelligence 12: 101. https://doi.org/10.3390/ jintelligence12100101
dc.identifier.doihttps://doi.org/10.3390/jintelligence12100101
dc.identifier.issn2079-3200
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25920
dc.journal.issue10
dc.journal.titleJournal of Intelligence
dc.journal.volume12
dc.language.isoen
dc.publisherMDPI
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject61 Psicología::6102 Psicología del niño y del adolescente::6102.05 Patología del lenguaje
dc.subject.keywordsexecutive functionsen
dc.subject.keywordsreading disabilitiesen
dc.subject.keywordsreading comprehensionen
dc.subject.keywordsfluencyen
dc.subject.keywordsrapid namingen
dc.subject.keywordsworking memoryen
dc.subject.keywordscognitive flexibilityen
dc.subject.keywordsinhibitionen
dc.subject.keywordsprocessing speeden
dc.titleExecutive Functioning in Different Types of Reading Disabilitiesen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication437a9d89-f506-426f-8f0e-42c9fd58c859
relation.isAuthorOfPublication.latestForDiscovery437a9d89-f506-426f-8f0e-42c9fd58c859
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