Relationship Between Cognitive Flexibility, Attention Shifting, and Planning With Accuracy, Speed, and Reading Comprehension in Normal Children and Children With Dyslexia

Abstract

Background and Aims Dyslexia is a type of learning disorder that causes problems in reading. Children with dyslexia are affected by various problems, including executive functions. The aim of this study was to investigate the relationship between executive functions and components of reading (comprehension, speed, and accuracy). Methods In this study, 22 normal students and 22 dyslexic students between the age of eight and nine years participated in order to evaluate their executive function and reading skills. Diagnosis of dyslexia was determined by reading and dyslexia test (NEMA). To evaluate the components of reading (speed, accuracy, and comprehension), the comprehension text of the test was used. The Wisconsin Card Sorting Test (WCST) for cognitive flexibility assessment, the Tower of London (TOL) test for the evaluation of planning, and the Color Trail Test (CTT) was used to evaluate attention transmission. Results The average score of dyslexic children in attention shifting, cognitive flexibility, planning, comprehension, speed, and reading accuracy was significantly lower than normal children (P<0.001). A significant correlation was observed between reading accuracy and speed and attention shifting (P<0.05). There was no significant correlation between reading components and other executive function factors (P<0.05). Conclusion Attention shifting, planning, cognitive flexibility, comprehension, speed, and accuracy of reading in dyslexic students are weaker than in normal students, and recovering these factors will lead to an overall improvement in reading. It seems that enhancing the ability of attention shifting in a particular way for students with a major weakness in reading speed or accuracy will be effective.