Decoding Executive Functioning Deficits among Children with Specific Learning Disabilities - A Quantitative Exploration

Abstract

Children with Specific Learning Disabilities (SLD) such as dyslexia, dyscalculia, and dysgraphia often experience significant challenges in executive functioning, particularly in areas like working memory and inhibition. These cognitive deficits are not only under-identified in the Indian educational context but are also frequently misunderstood as behavioral problems. This study quantitatively examined the relationship between executive functioning deficits and academic performance in children diagnosed with or at risk for SLD. Using standardized tools—the Childhood Executive Functioning Inventory (CHEXI) and the Academic Performance Rating Scale (APRS)—data were collected from school-aged children across various educational and clinical settings. Statistical analyses revealed strong, negative correlations between executive functioning deficits and academic performance, with working memory emerging as a particularly robust predictor. These findings underscore the importance of incorporating cognitive profiling into SLD assessment and intervention frameworks, highlighting the need for early, tailored support systems that address both academic and cognitive-emotional challenges. The study calls for educational reforms that adopt a neurodevelopmental lens to foster inclusion and equity in learning environments.