Systematic review of studies related to executive functions in children with dyslexia in the Iranian studies (2001-2018)

Document Type : Research Paper

Authors

1 Professor of psychology, Department of Psychology, Mohaghegh Ardabili University, Ardabil, Iran

2 Master of Exceptional Child Psychology, Department of Psychology, Mohaghegh Ardabili University, Ardabil, Iran

3 Professor of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Dyslexia is the most common type of learning disorder and evidence shows that deficits in executive functions play a significant role in dyslexia symptoms. The purpose of this study was to provide a clear picture of the executive functions status in children with dyslexia in Iranian studies. This study was a type of secondary study and according to the method of implementation, a systematic review is considered. The statistical population of this study was comprised of all the studies that have investigated different aspects of executive functions of dyslexic children in Iran from different perspectives. In the initial search, 234 articles were found, which were reviewed and finally, 12 articles were included in the study basing the including criteria. Studies have been published from 1378 to 1396. Many articles have compared the executive function of normal and dyslexic children and More than half of the articles reviewed interventions on the executive functions of these children. Finally, the results showed that there was significant difference between the executive functions in children with dyslexic and normal. The systematic review of these studies showed that using the appropriate interventions focused to executive functions can help to improve the symptoms and problems of children with dyslexia.

Keywords

References

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Journal of Learning Disabilities
Volume 11, Issue 2
February 2022
Pages 33-46

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