{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,8]],"date-time":"2026-04-08T02:23:07Z","timestamp":1775614987463,"version":"3.50.1"},"reference-count":64,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2025,9,24]],"date-time":"2025-09-24T00:00:00Z","timestamp":1758672000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["R01HD086011\u201005"],"award-info":[{"award-number":["R01HD086011\u201005"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Previous studies have demonstrated how an executive functions\u2010based reading training was related to improved reading and executive function abilities as well as changes in neural circuits underlying these abilities in children with reading disabilities and in typical readers. The executive components of this programme include visual attention, initiation, shifting\/inhibition, speed of processing and working memory. Whether and which executive functions moderate these reading and cognitive effects in the short and long term remain elusive. This study aimed at assessing the short\u2010term (immediately after) and long\u2010term (3\u2009months post\u2010training) outcomes of a previously described computerised executive function\u2010based reading training. Executive functions, speed of processing and visual attention were assessed pre\/post\u2010training, and reading abilities were assessed pre\u2010, post\u2010 and long post\u2010training in 41 children aged 8\u201312 (18 typical readers, 23 children with reading disabilities). The intervention improved reading fluency and word decoding in both reading groups, and the performance gain remained significant 3\u2009months after the intervention. Moreover, improvements in speed of processing, inhibition and initiation post\u2010training were found to be significant moderators of long\u2010term reading improvement. Results suggest that individuals showing greater improvement in executive functions following reading training with an imposed time constraint show the greatest improvement in long\u2010term reading gains.<\/jats:p>","DOI":"10.1002\/dys.70015","type":"journal-article","created":{"date-parts":[[2025,9,25]],"date-time":"2025-09-25T04:40:58Z","timestamp":1758775258000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Higher Short\u2010 and Long\u2010Term Fluent Reading Abilities Following an Executive Functions\u2010Based Reading Intervention Are Moderated by Executive Functions Improvement in Children With Reading Difficulties"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0340-4708","authenticated-orcid":false,"given":"T.","family":"Horowitz\u2010Kraus","sequence":"first","affiliation":[{"name":"Educational Neuroimaging Group, Faculty of Education in Science and Technology Technion\u2014Israel Institute of Technology  Haifa Israel"},{"name":"Faculty of Biomedical Engineering Technion\u2014Israel Institute of Technology  Haifa Israel"},{"name":"Kennedy Krieger Institute  Baltimore Maryland USA"},{"name":"Department of Psychiatry and Behavioral Sciences Johns Hopkins University School of Medicine  Baltimore Maryland USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"N.","family":"Taran","sequence":"additional","affiliation":[{"name":"Educational Neuroimaging Group, Faculty of Education in Science and Technology Technion\u2014Israel Institute of Technology  Haifa Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"J.","family":"Fotang","sequence":"additional","affiliation":[{"name":"Kennedy Krieger Institute  Baltimore Maryland USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"K.","family":"Rosch","sequence":"additional","affiliation":[{"name":"Kennedy Krieger Institute  Baltimore Maryland USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"R.","family":"Farah","sequence":"additional","affiliation":[{"name":"Educational Neuroimaging Group, Faculty of Education in Science and Technology Technion\u2014Israel Institute of Technology  Haifa Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2025,9,24]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-006-9024-z"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1076\/chin.8.2.71.8724"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11065\u2010012\u20109220\u20103"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-9817.12011"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410371676"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2008.01387.x"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781410617019"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.84.2.193"},{"key":"e_1_2_8_10_1","volume-title":"Test of Nonverbal Intelligence","author":"Brown L.","year":"2010"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.3390\/brainsci10080558"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.brainres.2021.147386"},{"key":"e_1_2_8_13_1","unstructured":"Chuntonov O. andZ.Breznitz.2015.\u201cIntroducing the Cognitive Warm\u2010up: Increasing Reading Training Effectiveness for Dyslexic Individuals.\u201dPhD Diss. 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