Comparison of Executive Functions, Visual Perception, and Cognitive Skills in High-Average and Average-Ability Children with Dyslexia

Aydoner Bektas S., AKYÜREK G.

Developmental Neuropsychology, vol.51, no.2, pp.65-77, 2026 (SCI-Expanded, SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 51 Issue: 2
  • Publication Date: 2026
  • Doi Number: 10.1080/87565641.2026.2650289
  • Journal Name: Developmental Neuropsychology
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, BIOSIS, CINAHL, Educational research abstracts (ERA), MEDLINE, Psycinfo
  • Page Numbers: pp.65-77
  • Hacettepe University Affiliated: Yes

Abstract

This study compared executive functions, visual perception, and cognitive skills in high-average and average-ability children with dyslexia. Seventy-six children aged 8–12 were assessed using the Executive Functions and Occupational Routines Scale (EFORTS), the Test of Visual-Perceptual Skills–Third Edition (TVPS-3), and the Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-CH). High-average ability children scored higher on DOTCA-CH domains such as visual-motor construction and thinking operations, while average-ability peers performed better on all TVPS-3 subtests. EFORTS differed only in play-leisure routines. Findings suggest that dyslexia presents with diverse cognitive patterns, emphasizing the need for approaches that address individual differences.