Progress in reading and spelling of dyslexic children is not affected by executive functioning

•Small, but significant relationships between executive functioning (EF) and reading and spelling skills were found in dyslexic children.•No relationship between EF and progress in reading and spelling skills during specialist remediation could be established.•Training EF skills is unlikely to enhance reading and spelling skills in dyslexic children.•Results of the present study fit into an idea of dyslexia as the result of a complex system of developing skills and functions, rather than the idea of dyslexia being caused merely by a phonological deficit. Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n=229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills.