Objective: Executive functions are high-level cognitive skills that control other functions and behaviors. Executive dysfunctions
are described in a variety of developmental disorders. But there is no consensus on the problems of daily life behavior caused by
executive function problems in children with dyslexia. In this study, we aimed to examine the problematic executive functions
in children with dyslexia.
Methods: Using a simple random sampling, we recruited 158 children with dyslexia (mean age: 10.48±2.37 years; 55 girls) who
presented to the Hacettepe University’s Occupational Therapy Department in between September, 2015 and March, 2017.
Control group who was typical developed children (n=167; mean age: 10.08±2.63 years; 59 girls) and similar age and gender
with children with dyslexia who were included in the study. The data was collected by administering the Behavior Rating
Inventory of Executive Function (BRIEF)’s teacher and parents forms, which assess children's executive function. In this present
study, the Cronbach’s alpha coefficient for the BRIEF teacher form and its subscales were between 0.85 and 0.92; for parents
form and its subscales were between 0.82 and 0.92. Data analysis was performed using SPSS 23.00 software. Descriptive
statistical techniques and the independent groups student t-test were used.
Results: There were statistically significant differences in BRIEF teacher and parents form scores between the children with
dyslexia and the controls (typical developed children) (p
Behavior, dyslexia, executive function, learning disabilities