The aim of this work was to evaluate depressive symptoms and cognitive functions of attention and executive functions in children with dyslexia and children without learning disabilities.A sample of 61 children of both sexes, aged between 7 and 14 years old, was divided into two groups: (a) Group with Dyslexia (GD) -31 children diagnosed with dyslexia at Neuro-Learning Disabilities Ambulatory -Hospital de Clínicas/Unicamp; (b) Control Group (GC) -30 children without learning disabilities evaluated at a public school in the city of Campinas (SP).Individual evaluations were performed using the following instruments: Children Behavior Checklist (CBCL), Children's Depression Inventory (CDI), Wechsler Intelligence Scale for Children (WISC-III), Cancellation Test (CT), Trail Making Test (TMT), Stroop Color Word Test (SCWT), Tower of London (TOL), Wisconsin Card Sorting Test (WCST), and the Verbal Fluency Test (FAS).Data was analyzed statistically using the SPSS program.The results showed that participants had levels of intelligence according to the normality.There were significant differences between groups in scores of different instruments.Correlations between scores of depressive symptoms and attention and executive functions tests were also observed.The findings indicate that parents of dyslexic children reported greater frequency of emotional and conduct complaints, and these children are more vulnerable to depressive symptoms.They have shown alterations in attention and in some skills of executive functions: mental flexibility, inhibitory control, use of cognitive strategies, working memory, and verbal fluency.Correlations obtained suggest that depressive symptoms may negatively influence on cognitive functions.These aspects should be investigated in the diagnosis of dyslexia and considered in the intervention process.
Stored only when both papers are in the corpus — 1 citations exist upstream.