Cadime Irene, Rodrigues Bruna, Ribeiro Iolanda, Martín-Aragoneses María Teresa
Centro de Investigação em Estudos da Criança, Universidade do Minho, 4710-057 Braga, Portugal.
Centro de Investigação em Psicologia, Universidade do Minho, 4710-057 Braga, Portugal.
J Intell. 2024 Oct 14;12(10):101. doi: 10.3390/jintelligence12100101.
Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers). Ninety-one students from schools in Portugal participated in the study. The results reveal specific deficits in naming speed and cognitive flexibility in poor readers and dysfluent readers compared to the other groups. Additionally, poor readers exhibited significantly slower processing speed and lower working memory. However, no significant differences were observed in planning. Discriminant function analysis results indicated that the examined executive functions are better at discriminating groups with fluency deficits than those with comprehension difficulties. In conclusion, these results suggest distinct deficit patterns in executive functioning skills across different types of reading disabilities. Taking into account these findings is crucial for effective assessment and intervention with these children.
一些学生在准确快速阅读方面存在困难（阅读不流畅者），另一些学生在阅读理解方面存在困难（阅读理解能力差者），还有一些学生在这两个方面都面临挑战（阅读能力差者）。研究表明执行功能技能与阅读表现之间存在联系；然而，需要进一步研究以全面了解各类阅读障碍中的执行功能概况。本研究的目的是考察三种阅读障碍类型在执行功能方面的差异，并将它们的表现与在这两种技能上均无困难的儿童（正常阅读者）进行比较。来自葡萄牙学校的91名学生参与了该研究。结果显示，与其他组相比，阅读能力差者和阅读不流畅者在命名速度和认知灵活性方面存在特定缺陷。此外，阅读能力差者表现出明显较慢的处理速度和较低的工作记忆。然而，在计划方面未观察到显著差异。判别函数分析结果表明，所考察的执行功能在区分有流畅性缺陷的组和有理解困难的组方面，对前者的区分效果更好。总之，这些结果表明不同类型的阅读障碍在执行功能技能方面存在不同的缺陷模式。考虑到这些发现对于对这些儿童进行有效的评估和干预至关重要。
