ReviewNew directions for child and adolescent development2019
Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities.
Review in New directions for child and adolescent development, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The effects of high-intensity interval training on executive function in children and adolescents: a systematic review and meta-analysis.Frontiers in psychology · 2026Pooled it
- Differentiating the neurobiological correlates for reading gains in children with reading difficulties with and without attention-deficit/hyperactivity disorder using fMRI.Journal of the International Neuropsychological Society : JINS · 2025Article
- The reading-attention relationship: Variations in working memory network activity during single word decoding in children with and without dyslexia.Neuropsychologia · 2024Article
- The behavioral and neurobiological relationships between executive function and reading: A review and preliminary findings.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children.Psychology research and behavior management · 2023Article
- Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19.Reading and writing · 2023Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.