Adult Dyslexia Traits as Predictors of Hot/Cool Executive Function and Prospective Memory Abilities

TL;DR

This study explores how dyslexia traits in adults relate to executive function and memory abilities, using self-reports from a broad community sample.

Contribution

The study expands dyslexia research by examining self-reported EF and PM in a community-based sample, including underexplored aspects like PM strategies.

Findings

Higher dyslexia traits correlate with more frequent executive function problems and lower confidence in prospective memory.

Dyslexia traits are linked to difficulties in time-management, organisation, and self-restraint but not emotional regulation.

No significant link was found between dyslexia traits and the use of prospective memory strategies.

Abstract

Background/Objectives: Executive functioning (EF) and prospective memory (PM) difficulties have been documented in adults with developmental dyslexia. However, research has tended to focus on university students with a formal diagnosis, overlooking adults who may experience symptoms of dyslexia without ever being formally diagnosed. The present online study aimed to investigate the effects of dyslexia traits on EF and PM in a larger, community-based sample by prioritising the use of self-report measures that include and differentiate between underexplored aspects of EF and PM in the dyslexia literature. Methods: One hundred and eighty adult volunteers of a wide range of ages were included in the final analysis. Participants completed four self-report questionnaires with good pedigrees assessing dyslexia traits and ADHD symptomatology, as well as everyday experiences of five distinct EFs, PM and PM strategies. Results: Hierarchical regression analyses revealed that, after controlling for age and ADHD symptomatology, more self-reported dyslexia traits were associated with more frequent EF problems overall and lower confidence in PM Abilities. Elevated dyslexia traits were significantly associated with self-reports of more difficulties with time-management, organisation and self-restraint, but not with more difficulties with motivation and regulation of emotion. No significant associations were found between dyslexia traits and the self-reported use of PM-enhancing strategies. Conclusions: The findings are considered in the light of potential metacognition deficits and theoretical and practical implications are discussed.

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