Relationships Between Executive Functions and Disability Type in Students With Dyslexia and/or <scp>ADHD</scp> : A Meta‐Regression

ABSTRACT This meta‐regression explores relationships between executive functions (EFs) inhibition, shifting, and working memory (WM) in children with dyslexia only, ADHD only, and both dyslexia and ADHD. Those with combined conditions (CC) had greater effect sizes (ES) for verbal WM, inhibition, and shifting. The largest ES were for verbal WM in subjects with CC (1.00) and in subjects with dyslexia only (0.88). This study helps create an EF profile of dyslexic students and compares their EFs to peers with ADHD and CC. Findings suggest that students with CC may be more impacted by EFs of verbal WM, inhibition, and shifting than those with single disabilities, and those with dyslexia alone may be impacted by all EFs, but especially verbal WM. Practical implications are discussed, such as considering the impact of all EFs on dyslexic students throughout the evaluation and treatment processes, even if they do not have diagnosed comorbid ADHD.