Mental Health World Conference 2026

Abstract

This systematic review examines the relationship between executive functioning EF and dyslexia in children, with a focus on how EF deficits may influence reading and broader cognitive development. Dyslexia, affecting 5 to 17% of school aged children worldwide, has been repeatedly linked to weaknesses in core EF domains such as working memory WM, inhibitory control IC, and cognitive flexibility CF. Building on prior meta-analyses of EF and related domains, this review expands the evidence base by synthesizing studies from 2000 to 2024, using PRISMA guidelines across PsycINFO, ERIC, Scopus, and PubMed. Twenty three studies met inclusion criteria. Results consistently show that children with dyslexia experience significant EF impairments compared with typically developing peers, particularly in complex WM and IC tasks. These deficits remain even when controlling for comorbidities such as ADHD, suggesting a distinct EF profile in dyslexia. Some evidence supports EF focused interventions, though reported effects vary by domain and duration. The review highlights methodological inconsistencies in EF operationalization and underscores the need for standardized assessments, longitudinal approaches, and integration of EF scaffolding into educational and therapeutic interventions. By situating recent findings within two decades of research, this review provides a comprehensive synthesis that clarifies the role of EF in dyslexia and identifies directions for future inquiry.