The role of executive functions in bilingual children with reading difficulties

2015 ◽  
Vol 56 (3) ◽  
pp. 297-305 ◽  
Author(s):  
Niloufar Jalali-Moghadam ◽  
Reza Kormi-Nouri
Keyword(s):  
Executive Functions ◽  
Reading Difficulties ◽  
Bilingual Children

scholarly journals Reading in developmental dyslexia: the role of phonemic awareness and executive functions

2021 ◽  
Vol 38 ◽  
Author(s):  
Giovanna Beatriz Kalva MEDINA ◽  
Sandra Regina Kirchner GUIMARÃES
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Phonemic Awareness ◽  
Developmental Dyslexia ◽  
Verbal Fluency ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Spearman Test

Abstract This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

Bilingual acquisition of reference: The role of language experience, executive functions and cross-linguistic effects

2021 ◽  
pp. 1-13
Author(s):  
Jacopo Torregrossa ◽  
Maria Andreou ◽  
Christiane Bongartz ◽  
Ianthi Maria Tsimpli
Keyword(s):  
Executive Functions ◽  
Bilingual Children ◽  
Language Experience ◽  
Referring Expressions ◽  
Patterns Of Use ◽  
Model Variation

Abstract The present study aims to understand which factors contribute to different patterns of use of referring expressions by bilingual children, by considering the triangulation between language experience and proficiency, executive functions and cross-linguistic effects. We analyze reference use in Greek in the context of a narrative elicitation task as performed by 125 children of different language combinations, including Greek–Albanian, Greek–English and Greek–German. We calculate, for each child, an index of language experience that combines a proficiency measure with background questionnaire information. After identifying the occurrences of underinformative (underspecified) and overinformative (overspecified) referring expressions in the production of each child, we investigate to what extent each pattern of reference use is affected by language experience, cross-linguistic effects and executive functions. The study aims to shed some new light on the nature of overspecification and underspecification in bilingual reference production and, more in general, to model variation in reference use among bilingual children.

Role of executive functions in procrastination

2014 ◽  
Author(s):  
Allison L. Stafford ◽  
Kelly B. Cartwright ◽  
Laura E. Umberger ◽  
Amanda B. Lane ◽  
Megan E. Wittusen
Keyword(s):  
Executive Functions
Sign in / Sign up

Export Citation Format

Share Document