The Role of Executive Functions in the Reading Process

Abstract

"Executive functions" (EF) is an umbrella term for a set of cognitive abilities that are thought to be controlled by the frontal lobe of the brain. The development of these abilities relies on the use of different language skills, including reading. Dyslexia is a specifi c case of reading impairment that is primarily a result of phonological defi cit. In this chapter, the involvement of EF during reading and the possible contribution of executive dysfunction to dyslexia are described. The effect of an executive-based (speed of processing, working memory and visual attention) reading intervention that can improve reading ability in both children and adults with dyslexia by re-wiring brain regions important for both reading and executive functioning is also reviewed. The role of EF in reading may have future implications for diagnosing dyslexia and improving intervention therapy for individuals with reading disabilities.

Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers

“…It is widely agreed that the basis of typical reading acquisition is intact language and phonological processing (Ashkenazi, Black, Abrams, Hoeft, & Menon, ; Lyon, ), whereas the manipulation of quantity is the basis of arithmetic (Price, Holloway, Räsänen, Vesterinen, & Ansari, ). However, careful examination of both skills, and given that they are human intentioned and have existed for “only” a couple of thousand years, reveals shared‐domain processing mechanisms that are typically referred to as executive functions (EF; Horowitz‐Kraus, , b). The goal of this study was to further explore these general mechanisms and their relatedness to reading and arithmetic in children.…”

“…Reading is defined as the ability to translate written language into spoken information and extract its meaning in a fluent and efficient manner (Horowitz‐Kraus, Cicchino, Amiel, Holland, & Breznitz, ). Reading fluency is the ability to read accurately and quickly (Katzir, Christodoulou, & Chang, ), and this relies on both language and visual processing, as well as higher‐level cognitive abilities referred to as EF (Horowitz‐Kraus, , b). The reading process involves corresponding sounds with abstract graphemes (phonological process), recognizing in a holistic manner the words or word‐parts (orthographic process), and deducing the meaning of the information (semantic ability; Horowitz‐Kraus, , b).…”

“…Reading fluency is the ability to read accurately and quickly (Katzir, Christodoulou, & Chang, ), and this relies on both language and visual processing, as well as higher‐level cognitive abilities referred to as EF (Horowitz‐Kraus, , b). The reading process involves corresponding sounds with abstract graphemes (phonological process), recognizing in a holistic manner the words or word‐parts (orthographic process), and deducing the meaning of the information (semantic ability; Horowitz‐Kraus, , b). With such complexity involved, it is not surprising that 5–17% of the population has some type of RD despite having normal intelligence and exposure to a literate environment (Katzir et al, ).…”

“…EF are mental processes defined as general core cognitive mechanisms used to optimize and facilitate various cognitive processes, such as planning and organization (Horowitz‐Kraus, , b; Miyake et al, ). As pointed out by Diamond (), the most prominent EF that have been shown to predict reading and arithmetic abilities are working memory (Booth, Boyle, & Kelly, ; Horowitz‐Kraus et al, 2014; Raghubar, Barnes, & Hecht, ), inhibition (Kieffer, Vukovic, & Berry, ; Toll, Van der Ven, Kroesbergen, & Van Luit, ), speed of processing (Case, ), switching (Yeniad, Malda, Mesman, Van Ijzendoorn, & Pieper, ), and attention (Rueda, Checa, & Cómbita, ; see Table ).…”

“…For example, processing speed has been found to correlate with arithmetic skills, enabling successful pairing of answers with problems in working memory and creating long‐term associations (Fuchs et al, ). Processing speed has also been suggested to enable semantic integration in reading (Horowitz‐Kraus, , b) and slow speed of processing is related to cognitive impairments found in children with RD (Horowitz‐Kraus & Breznitz, ).…”