ArticleEuropean journal of investigation in health, psychology and education2025
Linguistic and Cognitive Abilities in Children with Dyslexia: A Comparative Analysis.
Article in European journal of investigation in health, psychology and education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Random Number Generation in Adults With Dyslexia: Further Evidence of Dyslexia-Related Executive Function Difficulties.Dyslexia (Chichester, England) · 2026Article
- Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia-The Impact of Language Comprehension and Processing Profiles.Brain sciences · 2025Article
- Differences in Immediate and Delayed Suggestibility Among Children With Dyslexia and Controls.Behavioral sciences & the lawArticle
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Authors and funding
4 authors.
Funding
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Abstract
introductionDyslexia is a prevalent learning disorder that significantly affects the child population. It is often accompanied by deficits in language processes, cognition, and executive functioning, all of which are crucial for reading development. Children with dyslexia frequently exhibit difficulties in phonological processing, semantics, morphosyntax, and also in cognitive areas such as working memory, inhibition, planning, and attention.
objectiveThe primary objective of this study was to compare the linguistic, cognitive, and executive functioning abilities between children diagnosed with dyslexia and those with typical reading development. METHODOLOGY: A total of 120 children were selected and divided into two groups: the G-DYSLEXIA group (
resultsThe study revealed significant differences between the two groups in all dimensions assessed. Specifically, children with dyslexia showed markedly lower performance in linguistic, cognitive, and executive functioning measures compared with their peers with typical development.
conclusionChildren with dyslexia present a distinct clinical profile characterized by significant difficulties in language processing, cognition, and executive functions. These challenges interfere with their reading acquisition and academic performance, limiting their integration into educational environments and impacting their overall quality of life.
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