Linguistic and Cognitive Abilities in Children with Dyslexia
A Comparative Analysis
Bibliographic Data
| ID | 16945893 |
|---|---|
| Authors | Miguel López-Zamora (0000-0003-3466-4465, Universidad de Málaga, corresponding author), Nadia Porcar‐Gozalbo (0009-0008-6045-7033, Valencian International University), Nadia Porcar-Gozalbo, Isabel López-Chicheri García (0000-0001-7370-746X, Universidad Católica de Murcia), Alejandro Cano-Villagrasa (0000-0001-7330-8987, Valencian International University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 37 |
| Publication date | 2025-03-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe15030037 |
| PMID | 40136777 |
| OpenAlex | W4408547563 |
| Language | EN |
| Citations received | 3 |
| References cited | 45 |
Introduction: Dyslexia 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. Objective: The 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 (n = 60), consisting of children diagnosed with dyslexia, and the G-CONTROL group (n = 60), with typical reading development. Language, cognition, and executive functions were assessed using standardized tests: CELF-5, WISC-V, and ENFEN. Statistical analyses included descriptive statistics, independent sample t-tests, and Chi-square tests to compare the performance between these two groups. Results: The 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. Conclusion: Children 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
Biological theories of dyslexia · Cognition · Cognitive psychology · Developmental dyslexia · Developmental psychology · Dyslexia · Executive functions · Linguistics · Psychiatry · Working memory · Educational and Psychological Assessments · Psychology · Reading and Literacy Development · Writing and Handwriting Education
The Effects of Combining Sensory Integrative Techniques With Direct Reading Comprehension on Improving Working Memory and Attention Span in Students With Developmental Dyslexia
Differences in Immediate and Delayed Suggestibility Among Children With Dyslexia and Controls
Racial and ethnic differences in the risks for reading difficulties across elementary school
Diagnostic and Statistical Manual of Mental Disorders
What Phonological Deficit?
DRC
Working Memory, Thought, and Action
Global prevalence of developmental disabilities in children and adolescents
The Prevalence of Dyslexia
Language Difficulties in School-Age Children With Developmental Dyslexia
Contribution of morphological awareness to reading fluency of children with and without dyslexia
Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
Evidence-based interventions for reading and language difficulties
Developmental Dyslexia and Specific Language Impairment
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |