{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T15:38:57Z","timestamp":1790005137637,"version":"4.0.1"},"reference-count":73,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2017,2,1]],"date-time":"2017-02-01T00:00:00Z","timestamp":1485907200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2018,3]]},"abstract":"<jats:p>It is unknown whether children with conduct problems (CP) and poor reading (PR) skills exhibit more profound executive function impairments than children with CP only and whether such impairments are explained by coexisting PR. Executive functions were compared in four groups of 7- to 8-year-old children: 26 CP only, 35 PR only, 27 CP-PR, and 31 comparison (COM) children with neither CP nor PR. The Conners\u2019 Teacher Rating Scale\u201328 and a sentence completion reading test were used to assess CP and PR skills. The Wechsler Intelligence Scale for Children\u2013Third Edition Backward Digit Span, the Conners\u2019 Continuous Performance Test, and the Tower of London were used to assess three aspects of executive function: verbal working memory, response inhibition, and planning, respectively. The CP-PR group had lower verbal working memory than the CP-only and COM groups, but the difference was not significant after intellectual ability, inattention, and hyperactivity were controlled. The CP-PR group made more errors in the planning task (rule violations) than the COM and CP-only groups, but the difference was not significant after intellectual ability was controlled. No significant group differences were found in response inhibition. A specific PR group effect was found for verbal working memory. Children with CP-PR have more prominent executive function impairments that cannot be attributed to coexisting PR.<\/jats:p>","DOI":"10.1177\/0022219417691834","type":"journal-article","created":{"date-parts":[[2017,2,21]],"date-time":"2017-02-21T14:07:26Z","timestamp":1487686046000},"page":"168-180","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":9,"title":["Executive Function Variation in Children With Conduct Problems: Influences of Coexisting Reading Difficulties"],"prefix":"10.1177","volume":"51","author":[{"given":"Angeliki","family":"Kallitsoglou","sequence":"first","affiliation":[{"name":"University of Roehampton, London, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2017,2,1]]},"reference":[{"key":"bibr1-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2011.01613.x"},{"key":"bibr2-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"bibr3-0022219417691834","volume-title":"Publication manual of the American Psychological Association","author":"American Psychological Association","year":"2010","edition":"6"},{"key":"bibr4-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1080\/13854049608406663"},{"key":"bibr5-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1207\/s15326942dn2001_5"},{"key":"bibr6-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1076\/jcen.24.5.586.1006"},{"key":"bibr7-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2010.01499.x"},{"key":"bibr8-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2011.01.007"},{"key":"bibr9-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1348\/026151009X485432"},{"key":"bibr10-0022219417691834","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00366.x"},{"key":"bibr11-0022219417691834","unstructured":"Center on the Developing Child at Harvard University. 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