Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition

Abstract

Dyslexia is characterised by impaired reading, but socio-emotional problems typically co-occur (1). It is also associated with response inhibition (RI) impairments at the behavioural (2,3) and neural levels as indexed by reduced response-inhibition related P3 amplitude (4). Studies have shown that variability in RI is predictive of the severity of reading and socio-emotional problems in dyslexia (2,5), suggesting that RI may underpin these issues. RI appears modifiable at the behavioural and neural levels with training (6,7). Therefore, RI training may improve RI (behavioural & neural), and reduce reading and socio-emotional problems in dyslexia. No study to date has explored whether RI is modifiable in dyslexia and whether training transfers to reduced symptoms