Do reading disabled children have planning problems?

Condor, Anita; Anderson, Vicki; Saling, Michael M.

doi:10.1080/87565649509540633

Cited by 27 publications

(13 citation statements)

References 48 publications

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“…Condor, Anderson, and Saling (1995) found that young TDC require significantly fewer trials to reach a successful solution to five-problem variations of the ToH than children with DD, but no significant differences were observed among older children. DD and typical readers did not obtain significantly different scores for number of errors, initial thinking time, or subsequent thinking time in Brosnan et al's (2002) study.…”

Section: Planningmentioning

confidence: 78%

Executive Functioning in Children With Developmental Dyslexia

Moura

Simões

Pereira

2014

The Clinical Neuropsychologist

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The term executive function has been used to describe several higher-order cognitive processes. This study examined the processing speed, shifting, planning, and verbal fluency of a sample of 50 Portuguese children with developmental dyslexia (DD) and 50 typically developing children (TDC; chronological-age-matched controls) between 8 and 12 years of age to evaluate the children's executive functioning. Compared to TDC, children with DD revealed significant processing speed, shifting, and verbal fluency deficits. After controlling for differences in the general intellectual ability, significant group differences remained for shifting, verbal fluency and marginally for processing speed. No significant differences in planning ability were observed between the groups. No significant interaction of group, gender, and age was found for any of the executive functions measures studied. Word productivity in both semantic and phonemic verbal fluency tasks decreased significantly over the 60 seconds for both groups. Shifting was the only significant predictor of DD in the binary logistic regression analysis and yielded the highest area under the curve value (receiver operating characteristics curve analysis). Therefore, although these findings highlight the presence of specific executive functions deficits in children with DD, they should not be interpreted as indicative of the presence or absence of this learning disorder.

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Section: Planningmentioning

confidence: 78%

Executive Functioning in Children With Developmental Dyslexia

Moura

Simões

Pereira

2014

The Clinical Neuropsychologist

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“…Problems in the areas of organization, time-keeping, and planning have been reported in dyslexia and the relevance of these abilities to PM has recently been highlighted by Waldum and McDaniel (2016) in relation to performing complex everyday PM tasks. In children with dyslexia, difficulties with organization (Torgeson, 1977) and planning (Condor, Anderson & Saling, 1998;Klicpera, 1983;Levin, 1990) have been found under laboratory conditions. In adult university students with dyslexia, organization and timekeeping have been self-reported as being worse (Mortimore & Crozier, 2006).…”

Section: Early Indirect Evidence Suggestive Of Pm Problemsmentioning

confidence: 99%

A review of prospective memory impairments in developmental dyslexia: evidence, explanations, and future directions

Smith‐Spark

2017

The Clinical Neuropsychologist

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PM deficits in dyslexia are considered in terms of the retrospective and prospective components of PM function. Less efficient access to verbal information in long-term memory, problems with time perception, and poorer executive functions are all considered as potential explanations for less accurate PM in dyslexia. The findings from the research program are linked to broader dyslexia theory and research. Some potential means for supporting individuals with dyslexia are considered.

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“…Furthermore, studies in DD have documented deficits in categorical fluency, planning, monitoring and revising during problem solving, and response shifting using the flexibility task, the Go/No-go task, and the Tower of London task (e.g., Condor et al, 1995; Mati-Zissi and Zafiropoulou, 2001; Reiter et al, 2005; Swanson et al, 2006). Other authors have demonstrated that DD children were impaired in inhibition tasks such as the Stroop Test (Everatt et al, 1997; Brosnan et al, 2002; Reiter et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Executive functions in developmental dyslexia

Varvara

Varuzza

Sorrentino

et al. 2014

Front. Hum. Neurosci.

126

104

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The present study was aimed at investigating different aspects of Executive Functions (EF) in children with Developmental Dyslexia (DD). A neuropsychological battery tapping verbal fluency, spoonerism, attention, verbal shifting, short-term and working memory was used to assess 60 children with DD and 65 with typical reading (TR) abilities. Compared to their controls, children with DD showed deficits in several EF domains such as verbal categorical and phonological fluency, visual-spatial and auditory attention, spoonerism, verbal and visual short-term memory, and verbal working memory. Moreover, exploring predictive relationships between EF measures and reading, we found that spoonerism abilities better explained word and non-word reading deficits. Although to a lesser extent, auditory and visual-spatial attention also explained the increased percentage of variance related to reading deficit. EF deficits found in DD are interpreted as an expression of a deficient functioning of the Central Executive System and are discussed in the context of the recent temporal sampling theory.

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Do reading disabled children have planning problems?

Cited by 27 publications

References 48 publications

Executive Functioning in Children With Developmental Dyslexia

Executive Functioning in Children With Developmental Dyslexia

A review of prospective memory impairments in developmental dyslexia: evidence, explanations, and future directions

Executive functions in developmental dyslexia

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