Relationship between executive function and social adjustment in children with developmental dyslexia

YIN Feifei; XIAO Xinyu; ZHANG Han; ZUO Pengxiang; LI Dan

doi:10.16835/j.cnki.1000-9817.2024136

Volume 45 Issue 6

Jun. 2024

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2024 > 45(6): 835-839

YIN Feifei, XIAO Xinyu, ZHANG Han, ZUO Pengxiang, LI Dan. Relationship between executive function and social adjustment in children with developmental dyslexia[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(6): 835-839. doi: 10.16835/j.cnki.1000-9817.2024136

Citation:

YIN Feifei, XIAO Xinyu, ZHANG Han, ZUO Pengxiang, LI Dan. Relationship between executive function and social adjustment in children with developmental dyslexia[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(6): 835-839. doi: 10.16835/j.cnki.1000-9817.2024136

Citation:

PDF( 931 KB)

Relationship between executive function and social adjustment in children with developmental dyslexia

doi: 10.16835/j.cnki.1000-9817.2024136

Department of Nursing, Medical College of Shihezi University, Shihezi (832000), Xinjiang Uygur Autonomous Region, China

Received Date: 2024-02-04
Rev Recd Date: 2024-03-11

Available Online: 2024-06-27

Publish Date: 2024-06-25

Abstract

Abstract

Objective To explore the characteristics of executive function of developmental dyslexic children and the relationship with social adaptability, in order to provide a scientific basis for promoting healthy development of developmental dyslexic children. Methods From June to September 2023, 85 students in the developmental dyslexia group, 85 students in the biological age-matched group and 85 students in the reading level-matched group were selected from the third to sixth grades of two elementary school in a region of Xinjiang by cluster random sampling method. Their executive function was assessed by the Stroop procedure, the 2-back procedure and the numerical conversion procedure, respectively, and their social adaptive ability was assessed by the Social Adaptation Scale for Children and Adolescents. An analysis of variance (ANOVA) was used to compare the differences in executive function and social adjustment among the three groups, and Pearson's correlation was used to analyze the relationship between executive function and social adjustment in developmental dyslexic children. Results Children in the developmental dyslexia group had lower correctness on the Stroop color-word task (0.72±0.21), the 2-back task (0.32±0.13), the digit-switching task (0.54±0.16) and the total score of social adjustment (165.39±31.36) than children in the biological age-matched (0.80±0.19, 0.38±0.11, 0.61±0.15, 181.71±31.85) and reading level-matched group (0.79±0.17, 0.35±0.07, 0.58±0.15, 175.71±27.48) (F=4.54, 5.05, 4.97, 6.31, P < 0.01). The inhibition (Stroop color-word task correct rate) and conversion subcomponent (digit-switching task correct rate) of the executive function of children in the developmental dyslexia group were both positively correlated with their social adaptive ability (r=0.34, 0.43), and the refreshing subcomponent of the executive function (2-back task correct rate) was negatively correlated with their social adaptive ability (r=-0.27) (P < 0.05). Conclusions Children with developmental dyslexia have executive function deficits and social maladjustment, and their executive function is related to social adjustment. Measures should be taken to improve the executive function of developmental dyslexic children and to improve their social adaptation.
- Dyslexia,
- Executive function,
- Social adjustment,
- Mental health,
- Child

FullText(HTML)

References(24)

References

[1]	ODEGARD T N, FARRIS E A, MIDDLETON A E, et al. Characteristics of students identified with dyslexia within the context of state legislation[J]. J Learn Disabil, 2020, 53(5): 366-379. doi: 10.1177/0022219420914551
[2]	HOPFINGER J B, SLOTNICK S D. Attentional control and executive function[J]. Cogn Neurosci, 2020, 11(1/2): 1-4.
[3]	VANHALA A, LEE K R Y, KORHONEN J, et al. Dimensionality of executive functions and processing speed in preschoolers[J]. Learn Individ Dif, 2023, 107: 14.
[4]	MERI R, FARAH R, HOROWITZ-KRAUS T. Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading[J]. Neuropsychologia, 2020, 147: 107574. doi: 10.1016/j.neuropsychologia.2020.107574
[5]	祝可, 张红霞, 王蕾, 等. 发展性阅读障碍儿童中央执行功能缺陷研究[J]. 中国特殊教育, 2023(9): 54-62. doi: 10.3969/j.issn.1007-3728.2023.09.007 ZHU K, ZHANG H X, WANG L, et al. Deficits in central executive function in children with developmental dyslexia[J]. Chin J Spec Educ, 2023(9): 54-62. (in Chinese) doi: 10.3969/j.issn.1007-3728.2023.09.007
[6]	邹震飞. 不同亚型汉语阅读障碍儿童的执行功能特征[D]. 西安: 陕西师范大学, 2022. ZHOU Z F. Characteristics of executive functions in children with different subtypes of Chinese dyslexia[D]. Xi'an: Shaanxi Normal University, 2022. (in Chinese)
[7]	秦国阳, 贾巍, 秦勇. 青少年社会适应能力与体育锻炼及心理健康的交叉滞后分析[J]. 中国学校卫生, 2023, 44(11): 1645-1649. doi: 10.16835/j.cnki.1000-9817.2023.11.012 QIN G Y, JIA W, QIN Y. Cross-lagged analysis of adolescents' social adjustment with physical activity and mental health[J]. Chin J Sch Health, 2023, 44(11): 1645-1649. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2023.11.012
[8]	钟鑫琪, 比沙拉, 胡晓云, 等. 发育性阅读障碍和注意缺陷多动可疑儿童的情绪行为问题[J]. 中国学校卫生, 2019, 40(10): 1460-1463. doi: 10.16835/j.cnki.1000-9817.2019.10.006 ZHONG X Q, BI S L, HU X Y, et al. Emotional-behavioral problems in children with developmental dyslexia and attention deficit hyperactivity suspicion[J]. Chin J Sch Health, 2019, 40(10): 1460-1463. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2019.10.006
[9]	GOSK U, DOMINIAK-KOCHANEK M, RUTKOWSKA M. Sense of coherence and social comparison in the classroom: The comparative study on students with and without dyslexia [C]//Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN). Palma: Journal of Education and Learning, 2019: 1-3.
[10]	谢庆斌, 胡芳, 魏威, 等. 母亲教养方式对4岁儿童社会适应的影响: 执行功能的中介作用[J]. 中国临床心理学杂志, 2019, 27(3): 599-603. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201903036.htm XIE Q B, HU F, WEI W, et al. The effect of mothers' parenting styles on the social adjustment of 4-year-old children: the mediating role of executive functioning[J]. Chin J Clin Psychol, 2019, 27(3): 599-603. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201903036.htm
[11]	肖沛, 周新红, 周建荣, 等. 学龄期儿童体质现状及其与汉语阅读能力的关联[J]. 中国学校卫生, 2022, 43(5): 784-787, 791. doi: 10.16835/j.cnki.1000-9817.2022.05.034 XIAO P, ZHOU X H, ZHOU J R, et al. Physical fitness status of school-age children and its association with Chinese reading ability[J]. Chin J Sch Health, 2022, 43(5): 784-787, 791. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2022.05.034
[12]	吴汉荣, 宋然然, 姚彬. 儿童汉语阅读障碍量表的信度效度分析[J]. 中国学校卫生, 2006, 27(6): 468-469, 471. doi: 10.3969/j.issn.1000-9817.2006.06.025 WU H R, SONG R R, YAO B. Reliability and validity analysis of Chinese Dyslexia Seale for Children[J]. Chin J Sch Health, 2006, 27(6): 468-469, 471. (in Chinese) doi: 10.3969/j.issn.1000-9817.2006.06.025
[13]	杨颖, 霍明珠, 张超, 等. 音乐训练对发展性阅读障碍儿童反应抑制的影响[J]. 中国学校卫生, 2023, 44(8): 1203-1206. doi: 10.16835/j.cnki.1000-9817.2023.08.019 YANG Y, HUO M Z, ZHANG C, et al. Effects of music training on response inhibition in children with developmental dyslexia[J]. Chin J Sch Health, 2023, 44(8): 1203-1206. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2023.08.019
[14]	周晋波, 郭兰婷, 陈颖. 中文版注意缺陷多动障碍SNAP-Ⅳ评定量表-父母版的信效度[J]. 中国心理卫生杂志, 2013, 27(6): 424-428. doi: 10.3969/j.issn.1000-6729.2013.06.005 ZHOU J B, GUO L T, CHEN Y. Reliability and validity of the Chinese version of Swanson, Nolan, and Pelham Version Ⅳ Rating Scale (Parent Form) for attention-deficit/hyperactivity disorder [J]. Chin Ment Health J, 2013, 27(6): 424-428. (in Chinese) doi: 10.3969/j.issn.1000-6729.2013.06.005
[15]	龚耀先, 蔡太生. 中国修订韦氏儿童智力量表[J]. 中国临床心理学杂志, 1994(1): 1-6, 63. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY403.009.htm GONG Y X, CAI T S. Revised Wechsler Intelligence Seales for Children in China[J]. Chin J Clin Psychol, 1994(1): 1-6, 63. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY403.009.htm
[16]	王久菊, 孟祥芝, 李虹, 等. 汉语发展性阅读障碍诊断与干预的专家意见[J]. 中国心理卫生杂志, 2023, 7(3): 185-191. https://www.cnki.com.cn/Article/CJFDTOTAL-ZXWS202303001.htm WANG J J, MENG X Z, LI H, et al. Expert opinions on the diagnosis and intervention of Chinese developmental dyslexia[J]. Chin J Ment Health, 2023, 37(3): 185-191. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-ZXWS202303001.htm
[17]	SWANSON J M, SCHUCK S, PORTER M M, et al. Categorical and dimensional definitions and evaluations of symptoms of ADHD: history of the SNAP and the SWAN Rating Scales[J]. Int J Educ Psychol Assess, 2012, 10(1): 51-70.
[18]	胡韬. 流动少年儿童社会适应的发展特点及影响因素研究[D]. 重庆: 西南大学, 2007. HU T. Research on the developmental characteristics and influencing factors of social adaptation of migrant children and youth [D]. Chongqing: Southwest University, 2007. (in Chinese)
[19]	李佩瑾. 汉语发展性阅读障碍儿童的认知类型及特点[D]. 广州: 广州大学, 2023. LI P J. Cognitive types and characteristics of children with developmental dyslexia in Chinese[D]. Guangzhou: Guangzhou University, 2023. (in Chinese)
[20]	尹静, 王悦, 孟万金. 学前儿童执行功能、家庭社会经济地位与阅读能力的关系[J]. 学前教育研究, 2021(8): 37-47. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202108006.htm YIN J, WANG Y, MENG W J. The relationship between preschoolers' executive functioning, family socioeconomic status, and reading ability[J]. Stud Presch Educ, 2021(8): 37-47. (in Chinese) https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202108006.htm
[21]	FARAH R, IONTA S, HOROWITZ-KRAUS T. Neuro-behavioral correlates of executive dysfunctions in dyslexia over development from childhood to adulthood[J]. Front Psychol, 2021, 12: 708863. doi: 10.3389/fpsyg.2021.708863
[22]	BURFORD B. Group processes in medical education: learning from social identity theory[J]. Med Educ, 2012, 46(2): 143-152.
[23]	SCHULTE M, TRUJILLO N, RODRíGUEZ-VILLAGRA O A, et al. The role of executive functions, social cognition and intelligence in predicting social adaptation of vulnerable populations[J]. Sci Rep, 2022, 12(1): 18693.
[24]	SCHEFFER J A, CAMERON C D, INZLICHT M. Caring is costly: people avoid the cognitive work of compassion[J]. J Exp Psychol Gen, 2022, 151(1): 172-196.