title: Progress in reading and spelling of dyslexic children is not affected by executive functioning.
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.
authors.affiliation: Radboud University Nijmegen, Montessorilaan 3, PO Box 6525 HR, Nijmegen, The Netherlands; Braams&Partners, Hanzeweg 20, 7418 AT Deventer, The Netherlands. Electronic address: sietske.walda@gmail.com.
authors.forename: Sietske A E
authors.initials: SA
authors.lastname: Walda
authors.affiliation: Radboud University Nijmegen, Montessorilaan 3, PO Box 6525 HR, Nijmegen, The Netherlands. Electronic address: M.vanWeerdenburg@pwo.ru.nl.
authors.forename: Marjolijn
authors.initials: M
authors.lastname: van Weerdenburg
authors.affiliation: Radboud University Nijmegen, Montessorilaan 3, PO Box 6525 HR, Nijmegen, The Netherlands. Electronic address: M.Wijnants@bsi.ru.nl.
authors.forename: Maarten L
authors.initials: ML
authors.lastname: Wijnants
authors.affiliation: Radboud University Nijmegen, Montessorilaan 3, PO Box 6525 HR, Nijmegen, The Netherlands. Electronic address: A.Bosman@pwo.ru.nl.
authors.forename: Anna M T
authors.initials: AM
authors.lastname: Bosman
mesh_terms: D002648:Child; D004410:Dyslexia / Q000503:physiopathology* / Q000523:psychology / Q000534:rehabilitation; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D010700:Phonetics; D011932:Reading; D016896:Treatment Outcome
keywords: Dyslexia; Executive functions; Longitudinal data analysis; Reading; Special needs students; Working memory; Writing