Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood

This review synthesizes behavioral and neurobiological evidence to examine the role of executive functions (EF) in dyslexia across the lifespan. While dyslexia is traditionally defined by phonological and reading-specific deficits, this paper argues that EF impairments—such as difficulties with working memory, inhibition, shifting, and processing speed—are present from early childhood and persist into adulthood. The authors propose that these EF deficits are not merely comorbid but are foundational to the reading difficulties observed in individuals with dyslexia.

The paper tracks EF development from infancy through adulthood. In children at risk for dyslexia (ages 0–5), researchers have identified early markers of EF dysfunction, such as atypical auditory processing and deficits in selective attention. As children reach school age (6–12), these impairments manifest as challenges in planning, working memory, and inhibition. By adolescence and adulthood, individuals with dyslexia continue to show deficits in shifting and processing speed, often requiring compensatory neural strategies to maintain reading performance.

Neuroimaging studies, including fMRI and EEG, reveal that individuals with dyslexia often show hyperactivation in EF-related brain regions (such as the inferior frontal gyrus) during reading tasks. The authors interpret this as a potential compensatory mechanism, where the brain recruits executive control networks to offset hypoactivation in posterior reading-related areas. Structural studies further support this, showing reduced fractional anisotropy in white matter tracts connecting frontal and parietal regions, which are critical for cognitive control.

The authors conclude that because EF impairment often precedes formal reading disability, incorporating EF assessments into standard neuropsychological testing is essential for early identification. They recommend that interventions for dyslexia should not focus solely on phonological training but should also include targeted EF training to achieve more comprehensive and sustainable outcomes.