Smith-Spark, James H;
Gordon, Rebecca;
(2022)
Automaticity and executive abilities in developmental dyslexia: A theoretical review.
Brain Sciences
, 12
(4)
, Article 446.
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Abstract
Cognitive difficulties are well documented in developmental dyslexia but they present a challenge to dyslexia theory. In this paper, the Model of the Control of Action is proposed as a theoretical explanation of how and why deficits in both automaticity and executive abilities are apparent in the cognitive profiles of dyslexia and how these deficits might relate to literacy difficulties. This theoretical perspective is used to consider evidence from different cognitive domains. The neuroanatomical underpinnings of automaticity and executive abilities are then discussed in relation to the understanding of dyslexia. Links between reading, writing, and executive function are considered. The reviewed evidence suggests that dyslexia theory should consider an interaction between procedural learned behaviour (automaticity) and higher-order (executive) abilities. The capacity to handle environmental interference, develop and engage adaptive strategies accordingly, and plan actions all require interactions between the cerebellum and the prefrontal cortex (PFC). Difficulties in these areas might explain both impairments in the cumulative development of literacy skills in childhood and general task management in everyday life in adulthood. It is suggested that improved measures are required to assess this cerebellar–PFC interaction and to allow early identification of future literacy difficulties, allowing implementation of timely interventions and reasonable adjustments.
| Type: | Article |
|---|---|
| Title: | Automaticity and executive abilities in developmental dyslexia: A theoretical review |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://doi.org/10.3390/brainsci12040446 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Developmental dyslexia; executive function; Model of the Control of Action; Supervisory Attentional System; working memory; prospective memory; strategy use; prefrontal cortex; cerebellum |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10145834 |
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