چكيده لاتين
Neurodevelopmental disorders, such as specific learning disorders in children, represent a heterogeneous group of conditions. The co-occurrence and overlap of various disorders in these children result in a complex clinical presentation, characterized by significant, unexpected, specific, and lifelong difficulties in acquiring skills related to reading, writing, or mathematics. The most prevalent form is the combined type, which frequently co-occurs with other disorders such as Attention-Deficit/Hyperactivity Disorder (ADHD) (Ramakers, Crawford, Ferguson, & Smith, 2023; Espeseth et al., 2024). Given that the preschool years represent the most critical period for the development of foundational developmental processes and the establishment of the basis for learning, strengthening mental performance and preparing cognitive structures during this period is of particular importance for promoting mental and cognitive health, enhancing learning, and ensuring academic success (McClelland & Cameron, 2019; Willoughby et al., 2019).
Accordingly, recent studies, such as those by Serup et al. (2025), Storbeck et al. (2024), Huang et al. (2020) and Snowling et al. (2020), underscore the necessity of early interventions for children at risk of learning difficulties during the preschool years. They emphasize the necessity of specialized intervention and describe early intervention as a distinct and supportive service regarded as a cornerstone of global efforts to ensure the well-being and holistic development of children. These interventions are recommended because they help prevent the escalation of problems, reduce the negative consequences associated with such disorders, and foster childrenʹs social, cognitive, and physical development (Kam, 2024; Kimber et al., 2019). In this context, findings by Saleh-Al-Rashed et al. (2024) indicate that early education leads to improvements in children’s cognitive performance. Serup et al. (2025) demonstrated that timely interventions and cognitive skills training promote the development of pre-academic skills and executive functions, given the strong relationship between executive functioning and foundational academic abilities. Research by Applebaum-Dushensky et al. (2024) and Zakopoulou et al. (2021) has also explored the implementation of early intervention programs for diagnosing and treating children at risk of specific learning disorders. Similarly, a study by Batista et al. (2019), based on the Response to Intervention (RTI) model as a preventive strategy, showed that educational systems can reduce school failure and dropout rates among children with learning disorders. Cardoso et al. (2025), in examining the effects of a psychomotor-neuropsychological intervention program on preschool childrenʹs executive functioning and language skills, found that children with weaker-than-expected motor performance also performed poorly in other domains, such as executive functioning and language. The study by Barakat et al. (2025) on the relationship between verbal skills and executive functions in preschoolers suggests that neural plasticity plays a crucial role in developing executive functioning.
