Progress in reading and spelling of dyslexic children is not affected by executive functioning.
Executive-function training does not improve reading or spelling for children with dyslexia, so keep the focus on explicit phonics instruction.
01Research in Context
What this study did
Van Hanegem et al. (2014) tracked dyslexic children before and after a reading and spelling program. They tested the kids' executive-function skills and later reading scores. The goal was to see if better EF predicted bigger literacy gains.
What they found
Kids' EF scores linked weakly with reading at the same moment, but EF did not predict who would improve after the program. In plain words, executive-function skill did not drive reading or spelling progress.
How this fits with other research
Adams et al. (2024) ran a randomized trial and got the same null result: adding Cogmed working-memory training to reading lessons gave no extra literacy boost. The match supports skipping EF drills for dyslexic students.
Leezenbaum et al. (2019) looks like a contradiction. They showed that a brief teacher-led cognitive-flexibility game lifted reading fluency for low-achieving second and third graders. The key difference: their sample had general reading problems, not diagnosed dyslexia. EF training may help typical struggling readers but not children with dyslexia.
Schertz et al. (2016) extends the story to adults. They found that adults with dyslexia do show measurable EF weaknesses. So EF deficits exist, yet training them still does not improve reading for this population.
Why it matters
If you work with dyslexic learners, spend your minutes on structured phonics and repeated reading, not on brain-training apps that target working memory or inhibition. Screen EF for other planning purposes, but do not expect EF gains to spill over into decoding or spelling. Save funding and student time by sticking to evidence-based literacy protocols.
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02At a glance
03Original abstract
Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.08.013