Browsing by Author "Rantaniska, Viliina"

Developmental dyslexia is a learning disability in which a person with normal intelligence and proper education has difficulties in learning to read and write. Usually these problems continue throughout the lifespan. Phonological problems are related to dyslexia but dyslexia seems to be a multifactorial disorder, and also executive function problems have been related to dyslexia. Executive functions are a group of different abilities related to planning, initiation and accomplishment of actions. Executive functions are generally regarded challenging to assess. Executive function problems are known to occur in children with dyslexia, but there is little data available concerning the executive functions of adults with dyslexia. The aim of this study is to investigate whether young adults with dyslexia have executive function problems. Based on the research among children a hypothesis is set: "Young adults with dyslexia have executive function problems". In addition it is examined 1) what kind of executive function problems occur in young dyslexic adults 2) does performance in cognitive executive tests predict the subjective experience of every day executive functioning. Executive functions of 35 young adults aged 18-36 were investigated (25 women, 10 men) as a part of a larger study of the effectiveness of neuropsychological rehabilitation for dyslexia. All participants have meda medical diagnosis of developmental dyslexia. Executive functions were assessed widely with cognitive executive function tests and a self-evaluation (BRIEF-A, Behavior rating inventory of executive functions – Adult version). Young adults with dyslexia demonstrated problems in executive functions according to hypothesis. Generally the performance in executive function tests were heterogeneous. Objectively problems was detected at group level in inhibition, working memory, fluency and shifting. Subjectively adults with dyslexia reported executive function problems in working memory, initiating and task monitoring. No statistically significant associations were found between cognitive executive function tests and self-evaluated problems. These results widen and confirm our knowledge of developmental dyslexia: adults as well as children with dyslexia have executive function problems. In our modern society where studying and working is usually cognitively demanding and requires usage of written material it is important to understand the diversity of deficits related to learning disabilities.