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Article citations


Booth, J. N., Boyle, J. M., & Kelly, S. W. (2010). Do Tasks Make a Difference? Accounting for Heterogeneity of Performance of Children with Reading Difficulties on Tasks of Executive Function: Findings from a Meta-Analysis. British Journal of Developmental Psychology, 28, 133-176.

has been cited by the following article:

  • TITLE: Executive Functioning in Every Day Life in Ecuatorian Adolescents with Developmental Dyslexia

    AUTHORS: Manuel Soriano-Ferrer, Elisa Piedra-Martínez, Magali Arteaga

    KEYWORDS: Developmental Dyslexia, Executive Functions, Daily Life

    JOURNAL NAME: Psychology, Vol.9 No.5, May 22, 2018

    ABSTRACT: Introduction: Deficits in executive functions (EF) have been well documented using tests of neuropsychological performance in children and adolescents with developmental dyslexia. However, the behavioral assessment of EFs in dyslexia is very scarce. Objective: The objective of this study was to examine the EF of adolescents with dyslexia, in comparison with adolescents with typical development. We used the BRIEF-A Behavior Rating Inventory of Executive Function in Adults (BRIEF-A). Method: 19 adolescents with dyslexia and 20 adolescents with normal development, participated, matched in age, sex and IQ. Parents and adolescents themselves completed the BRIEF-A. Results: The results show that both parents and adolescents with dyslexia consider that they have more problems of EF in daily life, especially in metacognitive processes (initiation, WM, planning, supervision of tasks and planning-organization). In addition, parents reported a lower severity of EF deficiencies than adolescents themselves when detecting a lower percentage of scores above the clinical cut-off point. Conclusions: Adolescents and their parents do not always agree in FE assessments. Consequently, information from both informants is essential to understand and treat children with developmental dyslexia. The results coincide with the FE deficits found with neuropsychological tests.