Explore executive function training as an intervention for children with dyslexia¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (2 associational), q3 · 1 of 2 report an effect size

Description¶

The authors' forward-looking recommendation is that future work test executive function training with dyslexic children. They write that "Future studies should explore executive function training as an intervention for children with dyslexia as core executive functions appear to be modifiable with training and may transfer to improved reading ability." The strategy targets the inhibition and updating weaknesses this study identified, on the premise that trained core executive functions may transfer to reading. It is a recommendation for future research, not a tested intervention in this article.

Design Implications¶

Context¶

Requirements¶

• Core executive functions must be modifiable with training for the intervention premise to hold

Constraints¶

• The transfer to improved reading ability is stated as a possibility ('may transfer'), not a demonstrated effect

Target Learners¶

• children with developmental dyslexia

Target Learning Goals¶

• improved reading ability via inhibition and updating training

Claims¶

• Children with developmental dyslexia show a significant inhibition impairment at the error z-mean composite level, which remains after controlling for processing speed [+M]
• Children with developmental dyslexia show a significant updating impairment at the error z-mean composite level, which remains after controlling for processing speed [+M]

Related Strategies¶

• Targeted working memory training for students with weaker English learning abilities

Examples¶

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Key Sources¶

• Doyle C, Smeaton AF, Roche RAP and Boran L (2018) Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability. Front. Psychol. 9:795. https://doi.org/10.3389/fpsyg.2018.00795