Examining the Level of Executive Functions in the Arabic Language among Third-Grade Students with Typical Literacy Development and Dyslexia

This study examined the role of executive functions (EFs), specifically inhibition, rapid automatic switching (RAS), and combined inhibition/switching, in Arabic-speaking third-grade students with typical literacy development and those with developmental dyslexia. Given the orthographic complexity and diglossia of the Arabic language, this research aimed to determine whether deficits in EFs contribute to the reading difficulties experienced by children with dyslexia. A comparative cross-sectional design was used to assess 55 students (23 typical, 22 dyslexic) from Abu Dhabi schools using adapted tasks measuring inhibition (Stroop Test), RAS, and combined inhibition/switching. The results revealed that students with dyslexia performed significantly worse across all EF tasks and demonstrated slower processing times. These findings underscore the critical role of EFs in literacy development and highlight the need for early EF screening and intervention strategies in Arabic-speaking educational settings. The research advances our knowledge of dyslexia in non-Western languages and recommends culturally appropriate EF training for struggling readers.