Mental Health World Conference 2026

Biography

Dr. Mahmoud Gharaibeh is an Associate Professor at Al Ain University in Abu Dhabi, UAE, specializing in Language Disability, dyslexia, and special education. He holds a Ph.D. in Language Disability from the United Arab Emirates University and has a Master’s degree in Speech, Language, and Communication from City, University of London and another Master in Special Education. With over two decades of experience, Dr. Gharaibeh has dedicated his career to developing inclusive educational strategies and programs tailored for diverse learners, particularly those with disabilities.
Dr. Gharaibeh is an active researcher. He is also an Editorial Board Member for journals, member in scientific committees of many international conferences, and serves as a reviewer for multiple international journals.
Research interests Dyslexia, Language Disabilities, Mental Health,  Assistive Technology, Cognitive Disabilities.
No. of published articles and Journals information I have published over 30 articles in reputable Scopus indexed journals focusing on reading, dyslexia and inclusive education methodologies. Here are some of my publications.

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.