A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. Issue 7 (3rd October 2019)

• Record Type: Journal Article
• Authors: Lonergan, Aoife; Doyle, Caoilainn; Cassidy, Clare; MacSweeney Mahon, Shane; Roche, Richard A.P.; Boran, Lorraine; Bramham, Jessica
• Is Part Of: Journal of cognitive psychology. Volume 31:Issue 7(2019)
• Page Start: 725
• Page End: 749
• Publication Date: 2019-10-03
• Subjects: Executive function -- dyslexia -- ADHD -- comorbid; Cognitive psychology -- Periodicals; 153.05
• DOI: 10.1080/20445911.2019.1669609
• Languages: English
• ISSNs: 2044-5911

Abstract

ABSTRACT: This meta-analysis examined inhibition, switching attention and auditory working memory in children with dyslexia. As a secondary outcome the impact of comorbid ADHD on executive functions in dyslexia was examined. Twenty-six controlled studies examining executive functions in children with dyslexia alone and/or comorbid dyslexia/ADHD were reviewed. Outcomes were reaction times, errors and accuracy on measures of inhibition, switching attention and auditory working memory. Children with dyslexia demonstrated difficulty with inhibition, switching attention, and auditory working memory, with a medium to large effect relative to controls. Children with comorbid dyslexia/ADHD exhibited relatively the same degree of inhibition, switching attention and auditory working memory impairment compared to children with dyslexia alone. Findings support the presence of executive function deficits in children with dyslexia. Executive functioning may be a shared deficit, underpinning variants of neurodevelopmental disorders. Future studies may benefit from examining executive functions in children with dyslexia while controlling for attention difficulties.