SLDs are neurodevelopmental disorders with biological origins. Deficits in EFs are common in many childhood neurological disorders such as SLDs, but only a few studies have focused on the cognitive characteristics of students with different learning difficulties. EF's and SRL are often reported in research studies as predictors of academic achievement, both longitudinal and cross-sectionally. However, only a small number of studies have sought to investigate the empirical link between EF's and SRL. Τhus, it is not possible to draw conclusions about the nature of their between. Do the EFs support SRL, or is it the case where they both are simply different? The chapter will try to present in detail the cold and hot aspects of EFs and SRL in children with and without SLD.
Top1. Specific Learning Disorders (Slds)
Specific learning disorders (SLDs) are frequently studied by researchers in order to enrich our understanding of cognitive development, genetic mechanisms and brain function and also diagnosis and remediation (Peters & Ansari, 2019). Undoubtedly the last forty years of research in the field of SLDs enhanced our understanding in all the domains involved (Peters & Ansari, 2019).
In the DSM-5 (APA, 2013), ‘Specific Learning Disorders’ is an umbrella term that covers severe and persistent difficulties in domains such as reading, spelling, and/or mathematics that emerge during the first years of formal education. Hulme & Snowling (2016) mention that according to the DSM-5, the terms ‘reading disorder’ or ‘dyslexia’ and ‘mathematical disorders’ or ‘dyscalculia’ may be still used, respectively, in relation to difficulties in word decoding and spelling (as cited in Donolato et al., 2022) or as stated by Kucian & von Aster (2015) in relation to problems in understanding numbers and mathematical concepts (as cited in Donolato et al., 2022).
SLDs affect a consistent percentage of school-aged children and studies addressing SLDs have reported different prevalence rates (Buber et al., 2020). It is estimated that the prevalence of school-aged children with SLD is between 5–15% across different languages and cultures (APA, 2013). Boys are more commonly affected by SLDs, with female/male ratio being 2–3:1 for SLDs (APA, 2013). One explanation that could be given about the SLDs’ variation prevalence might depend be the use of different assessment methods each time and the various socio-educational variables in an effect in the regions. Χia et al. (2017) revealed in their study that SLDs are a class of neurodevelopmental disorders in constant interaction with genetic and environmental factors, that reduce the ability of the brain to efficiently and accurately perceive or process verbal or non-verbal information (as cited in Chieffo et al., 2023). Similarly in the studies conducted by Al-Mahrezi et al. (2016) and Alloway (2009) it is mentioned that SLDs can’t be explained by other factors such as intellectual disabilities, vision deficits, hearing impairments, other mental or neurological disorders, adverse psychosocial circumstances, insufficient proficiency in the language, or inadequate educational methods and cannot be attributed to emotional disturbances, cultural differences, or disadvantages (as cited in in Chieffo et al., 2023).
Haft et al. (2019) reported in their study that although the majority of SLDs occur in the reading domain, children diagnosed with this disorder can underperform in writing and mathematics as well (as cited in Chieffo et al., 2023), acknowledging that comorbidity is common in SLDS. Chieffo et al. (2023) suggested a high frequency of this comorbidity especially between reading and mathematics. Academic skills are affected and tend to be significantly and quantitatively below those expected ones and according to the individual’s chronological age may result in significant impairment in academic or occupational performance as well as in activities of daily living (Chieffo, et al., 2023).