The Relationship Between Executive Functions with Reading Difficulties in Children with Specific Learning Disorder

Abstract

Background: Determining the impact of executive dysfunction on reading defects in children with reading and learning disabilities can tremenddously help their treatment. In the recent decade, the role of executive functions has been considered very important and fundamental; following those considerations, therefore, the aim of this study is to determine the relationship between executive functions and problems with reading in children with specific learning disorders. Objectives: This study aims to investigate the relationship between executive functions with reading difficulties in children with specific learning disorders. Methods: In this cross-sectional study, 29 children with specific learning disorders were selected by the NAMA Reading and Dyslexia Test. The Tower of London test, the Stroop Color and Word test, and the Wisconsin Sorting Card test were then utilized to test the subjects. To analyze the data, the Partial Least Squares method was used with P < 0.05 in Smart PLS version 2. Results: Our study showed that in children with specific learning disorders there were significant relationships between selective attention and reading problems (P < 0.05) as well as between planning and problems reading (P < 0.05). However, there was no significant relationship between cognitive flexibility and problems reading in children with learning disorders (P < 0.05). Discussion: The results of this study suggest that executive functions play an important role in reading problems of children with a specific learning disorder. In treating these children, considerable attention should be paid to improve the executive functions.