ReviewDevelopmental cognitive neuroscience2026
The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.
Review in Developmental cognitive neuroscience, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Are executive function and neuroanatomy in ADHD modulated by bilingualism?bioRxiv : the preprint server for biology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
The term "Executive function" (EF) describes domain-general cognitive processes including working memory, inhibitory control, and cognitive flexibility among others, that are essential for academic learning and behavioral regulation. Growing evidence highlights the importance of EF not only in typical development but also in understanding and intervening in learning disabilities (LDs), including dyslexia and dyscalculia, and in attention-deficit/hyperactivity disorder (ADHD). Despite this recognition, challenges remain in clearly defining EF, specifying its neurobiological underpinnings, and understanding its diverse roles across academic domains. This invited review reflects on a recent international expert workshop at the Flux Congress in 2024, and unites theoretical, behavioral, and neurobiological perspectives to examine how EF interacts with reading, math, and LDs. We explore the contribution of EF to word recognition, reading comprehension, and fluency; the role of audiovisual integration and cognitive control in dyslexia; the developmental interplay between EF and math difficulties; the role of EF in response to intervention in math; and EF as a transdiagnostic mechanism in ADHD and LD comorbidity. Across domains, we review the underlying brain networks, highlight methodological advances (e.g., functional connectivity, mobile neuroimaging), and discuss intervention strategies that target EF to support academic growth. We conclude with a synthesis of cross-cutting challenges and future directions, including the need for developmental models that integrate cognitive neuroscience, educational theory, and clinical insights. This review provides a roadmap for researchers and clinicians aiming to harness EF as a core mechanism to better understand and support diverse learners.
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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.