Integrative analysis reveals direct effects of dyscalculia on executive function architecture in an Arabic-speaking cohort, highlighting targets for early diagnostic tools and interventions.
= .043). These findings contribute to understanding executive function architecture in dyscalculia and mark the first integrative analysis in an Arabic-speaking context. Results may support early diagnostic tools and targeted interventions addressing specific executive function deficits, offering potential advancements for educational practices in Arabic-speaking regions, though cross-cultural validation remains essential.
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Salahddine et al. (2025) studied this question.
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