A Multifactorial Model of Dyslexia: Evidence from Executive Functions and Phonological-based Treatments

Abstract In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological-based treatment (Ph-T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph-T) has a larger remedial effect compared to the pure phonological-based treatment (Ph-T + Ph-T). Results after 24 hours of treatment showed significant improvements in the executive functions (EFs) for the sequential group only. Considering reading accuracy, children benefited significantly from both treatments; however, only the sequential group significantly improved in reading speed. Crucially, the reading gains appeared to be related to improvements in the EFs, supporting a multifactorial model of this disorder. The aforementioned findings suggest that the combination of cognitive training of EFs with a phonological-based treatment can be used effectively in rehabilitating dyslexia.