The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD

The term "Executive function" (EF) describes domain-general cognitive processes including working memory, inhibitory control, and cognitive flexibility among others, that are essential for academic learning and behavioral regulation. Growing evidence highlights the importance of EF not only in typical development but also in understanding and intervening in learning disabilities (LDs), including dyslexia and dyscalculia, and in attention-deficit/hyperactivity disorder (ADHD). Despite this recognition, challenges remain in clearly defining EF, specifying its neurobiological underpinnings, and understanding its diverse roles across academic domains. This invited review reflects on a recent international expert workshop at the Flux Congress in 2024, and unites theoretical, behavioral, and neurobiological perspectives to examine how EF interacts with reading, math, and LDs. We explore the contribution of EF to word recognition, reading comprehension, and fluency; the role of audiovisual integration and cognitive control in dyslexia; the developmental interplay between EF and math difficulties; the role of EF in response to intervention in math; and EF as a transdiagnostic mechanism in ADHD and LD comorbidity. Across domains, we review the underlying brain networks, highlight methodological advances (e.g., functional connectivity, mobile neuroimaging), and discuss intervention strategies that target EF to support academic growth. We conclude with a synthesis of cross-cutting challenges and future directions, including the need for developmental models that integrate cognitive neuroscience, educational theory, and clinical insights. This review provides a roadmap for researchers and clinicians aiming to harness EF as a core mechanism to better understand and support diverse learners.