Supporting Executive Function in Students with Dyslexia
While dyslexia is primarily understood as a language-based learning disability affecting reading and spelling, many students with dyslexia also struggle with executive function skills. This article explores the relationship between dyslexia and executive function and provides practical strategies for supporting these skills.
Understanding Executive Function
Executive function refers to a set of mental skills that help us plan, organize, initiate tasks, sustain attention, manage emotions, monitor progress, and adjust when necessary. These cognitive processes are like the brain's control center, allowing us to manage ourselves and our resources to achieve goals.
Key executive function skills include:
- Working Memory - The ability to hold information in mind while working with it
- Cognitive Flexibility - The ability to switch between thinking about different concepts or to think about multiple concepts simultaneously
- Inhibitory Control - The ability to resist impulses and distractions
- Planning and Organization - The ability to create and follow a strategic approach to a task
- Task Initiation - The ability to begin projects without undue procrastination
- Time Management - The ability to estimate time, allocate it appropriately, and stay within time limits and deadlines
- Self-Monitoring - The ability to assess one's own performance and progress toward goals
The Connection Between Dyslexia and Executive Function
Research indicates that many individuals with dyslexia experience challenges with executive function. These difficulties are not part of the definition of dyslexia but frequently co-occur with it. Several factors may contribute to this relationship:
Neurological Overlap
The brain regions involved in reading are interconnected with those involved in executive function. Differences in neural pathways associated with dyslexia may impact these connections.
Working Memory Demands
Reading requires significant working memory resources, as readers must simultaneously decode words, remember what they've read, and integrate new information. Students with dyslexia often have limited working memory capacity available for other executive tasks.
Cognitive Load
When basic reading skills are not automatic, they require conscious attention, depleting cognitive resources that could otherwise be dedicated to executive function tasks.
Comorbidity
Dyslexia frequently co-occurs with other conditions like ADHD that directly impact executive function skills.
Impact on Academic Performance
When students with dyslexia also struggle with executive function, they may face compound challenges in school. Beyond difficulty with reading and spelling, they might struggle to:
- Keep track of assignments and deadlines
- Organize their materials and workspace
- Plan and execute multi-step projects
- Manage their time effectively
- Transition between activities
- Monitor their own progress and learning
Signs of Executive Function Challenges
Students with executive function difficulties may exhibit some of the following behaviors:
Organization
- Messy backpack, desk, or locker
- Frequently losing or misplacing materials
- Difficulty organizing thoughts in writing
- Struggle to break down assignments into steps
Time Management
- Poor sense of how much time tasks will take
- Often rushing to complete work at the last minute
- Difficulty prioritizing tasks
- Frequently missing deadlines
Working Memory
- Forgetting instructions or multi-step directions
- Difficulty taking notes while listening
- Losing track of what was just read
- Trouble with mental math calculations
Self-Regulation
- Difficulty getting started on tasks
- Easily distracted or off-task
- Trouble transitioning between activities
- Inconsistent performance across days or subjects
Strategies to Support Executive Function
The good news is that executive function skills can be developed and supported. Here are effective strategies for parents and educators:
Working Memory Strategies
Break instructions into smaller chunks
Instead of giving multi-step directions all at once, provide one or two steps at a time.
Use visual aids and written reminders
Provide checklists, written instructions, and visual schedules to reduce demands on memory.
Teach memory strategies
Introduce visualization, chunking information, and mnemonic devices as memory aids.
Provide audiobooks and text-to-speech tools
These reduce the working memory load required for decoding text, allowing more cognitive resources for comprehension.
Organization Strategies
Use color-coding systems
Assign different colors to different subjects for notebooks, folders, and digital files.
Create templates and graphic organizers
Provide structured formats for note-taking, writing assignments, and project planning.
Teach and model organizational systems
Explicitly teach filing systems, backpack organization, and digital folder structures.
Schedule regular clean-up time
Build in 5-minute periods at the end of each day or week to organize materials.
Time Management Strategies
Use visual timers
Time timers, sand timers, or digital countdown apps help students visualize time passing.
Create a master calendar system
Use a digital or paper calendar to track assignments, appointments, and deadlines.
Break long-term projects into smaller deadlines
Help students create project timelines with mini-deadlines for each component.
Practice time estimation
Have students guess how long tasks will take, then track the actual time to improve accuracy.
Task Initiation and Completion Strategies
Use the "5-minute rule"
Encourage students to work on a task for just five minutes, after which they can decide whether to continue.
Create checklists for routine tasks
Break down common activities like "getting ready for school" or "starting homework" into specific checklist items.
Use visual prompts and cues
Post reminder cards or visual cues for starting and transitioning between tasks.
Implement the "ready, do, done" framework
Teach students to identify what they need (ready), perform the task (do), and check that it's complete (done).
Technology Tools
Various apps and digital tools can support executive function skills:
- Digital calendars and reminder apps (Google Calendar, Todoist)
- Project management tools (Trello, Asana)
- Note-taking apps with organization features (OneNote, Notion)
- Mind-mapping software (MindMeister, XMind)
- Timer apps with visual elements (Time Timer, Forest)
- Text-to-speech and speech-to-text tools to reduce cognitive load
Teaching Executive Function Skills Explicitly
Rather than assuming students will naturally develop these skills, it's important to teach executive function strategies explicitly:
Model the process
Think aloud while demonstrating planning, organization, and problem-solving strategies.
Provide guided practice
Support students through the process, gradually releasing responsibility as they develop competence.
Offer specific feedback
Focus feedback on the executive function process, not just the final product.
Build metacognitive awareness
Help students reflect on their own thinking processes and identify what strategies work best for them.
"Executive function skills are not fixed traits; they can be developed and strengthened over time with appropriate support and practice. For students with dyslexia, improving these skills can significantly enhance their ability to navigate academic challenges and achieve their full potential."
Conclusion
While dyslexia and executive function challenges often co-occur, with the right support, students can develop effective strategies to succeed academically and in life. By understanding these connections and implementing targeted interventions, parents and educators can help students with dyslexia navigate both reading and organizational challenges more effectively.
Remember that improvement in executive function takes time and consistent practice. Celebrate small successes, maintain high expectations, and continue to build on strengths while supporting areas of difficulty.
References and Further Reading
- Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (3rd ed.). New York: Guilford Press.
- Meltzer, L. (2018). Executive function in education: From theory to practice (2nd ed.). New York: Guilford Press.
- Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
- Cooper-Kahn, J., & Dietzel, L. (2008). Late, lost, and unprepared: A parents' guide to helping children with executive functioning. Bethesda, MD: Woodbine House.
About the Author
Dr. Michael Rodriguez is an educational psychologist specializing in learning disabilities and cognitive development. With 15 years of experience working with students with dyslexia and executive function challenges, he consults with schools to develop supportive learning environments and intervention programs.