Longitudinal associations between executive functioning and academic skills across content areas
Bibliographic Data
| ID | 9788094 |
|---|---|
| Authors | Mary Wagner Fuhs (University of Dayton, corresponding author), Kimberly T Nesbitt (0000-0002-1547-284X, Vanderbilt University), Dale C Farran (0000-0002-4072-8667), Nianbo Dong (0000-0003-0128-7106, University of Missouri) |
| Year | 2014 |
| Volume | 50 |
| Issue | 6 |
| Pages | 1698-1709 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0036633 |
| PMID | 24749550 |
| OpenAlex | W2331770258 |
| Language | EN |
| Citations received | 90 |
| References cited | 22 |
This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children
Academic achievement · Academic skills · Cognition · Curriculum · Developmental psychology · Executive functions · Longitudinal study · Mathematics education · Pedagogy · Study Skills · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology
Vocabulary and Executive Functioning
Examining the relations between executive function, math, and literacy during the transition to kindergarten
Executive Function and Reading Comprehension
Foundations of mathematics and literacy
The Role of Executive Functions in Reading Comprehension
The Concept of Executive Function and Children’s Cardinality Principle
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Dynamic Assessment of Self-Regulation and Planning Behavior
Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs
Supporting Young Children’s Development of Executive Function Through Early Mathematics
Compensatory Relation Between Executive Function and Fluid Intelligence in Predicting Math Learning
Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation
A Systematic Literature Review of the Impact of Cognitive Stimulation Programs on Reading Skills in Children Aged between 6 and 12 Years Old
Tracing Progress in Children’s Executive Functioning and Language Abilities Related to Reading Comprehension via ExeFun-Read Intervention
Quantitative and qualitative analysis of executive functions
Relations Between Executive Functions, Child Characteristics, Parental Education, and Academic Skills
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
Modelling children's inhibitory skills using learning data from an educational app
Exploring the associations among Chinese kindergartners between social-emotional development and behavioral and academic adjustment
Contrasting executive function development among primary school children from Hong Kong and Germany
Associations between executive functions at age 3 and children’s learning behaviors at age 6
An evaluation of the incremental impact of math intervention on early literacy performance
Toward Integrative Reading Science
Predicting State Testing Proficiency with Preschool Assessments
Domain-general and domain-specific influences on emerging numerical cognition
A deeper dive, a wider pool
Expressive Vocabulary Predicts Nonverbal Executive Function
Executive functions and school achievement
Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences
Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities
Unlocking mathematical potential through school-based language learning
Improving executive function during toddlerhood
Executive function and metacognition
School entry skills and young adult outcomes
How associations between executive function and early academic skills may have been missed
Finding the Mole and Choosing the Apple
Screen exposure in relation to cool and hot executive functions in preschoolers
Promoting Higher Quality Teacher–Child Relationships
Can learning a new language make you better at maths? A meta-analysis of foreign language learning and numeracy skills during early adolescence
Unique and joint contributions of behavioral and emotional self-regulation to school readiness
Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions
Relationship between narrative ability and executive functions
Examining the Association Between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey
The power of teacher‐toddler relationships and stability of care for language development
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children's school readiness
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
Kindergarten components of executive function and third grade achievement
Bidirectionality in preschool children’s executive functions and language skills
Executive function in Chilean preschool children
Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
Learning executive function and early mathematics
Self-regulation and the development of literacy and language achievement from preschool through second grade
Validation of the Head–Toes–Knees–Shoulders task in Native Hawaiian and non-Hawaiian children
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Relations between self-regulation and early writing
The little kids down the hall
School-entry skills predicting school-age academic and social–emotional trajectories
Developing together
What is the role of executive function in the school readiness of Latino students
Examining the child observation in preschool and teacher observation in preschool in community-based child care centers
Children’s executive function development and school socio-economic and racial/ethnic composition
The Head-Toes-Knees-Shoulders Revised (HTKS-R)
Explaining achievement gaps in kindergarten and third grade
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Self-regulation development among young Spanish-English dual language learners
The effects of prekindergarten for Spanish-speaking dual language learners
An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the Covid-19 pandemic
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
The relation between executive functions and reading comprehension in primary-school students
Teacher fidelity to Conscious Discipline and children’s executive function skills
Measuring success
Pathways from socioeconomic status to early academic achievement
The language of play
The Effect of Executive Function on Word Recognition
Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties
Same but different”
Infant attention and maternal education are associated with childhood receptive vocabulary development
Does early executive function predict teacher–child relationships from kindergarten to second grade
Testing longitudinal associations between executive function and academic achievement
Executive function skills and academic achievement gains in prekindergarten
Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
An examination of an inclusive French immersion program and preschoolers' executive functioning skills
Do Peers’ Skills Matter for Learning in Preschool Classrooms? Within- and Across-Classroom Differences in the Relationship Between Peers’ Academic Skills and Individual Skill Gains
Assessing executive functions in preschoolers in Germany and Hong Kong
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension
Long-term interrelations between socio-emotional and language competencies among preschool dual language learners in Germany
The mediating role of metacognition in the relationship between executive function and self-regulated learning
Theory of mind and rule-based reasoning
Executive Functioning as a Predictor of Children's Mathematics Ability
The structure of executive function in 3-year-olds
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Tracking Executive Function Across the Transition to School
Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
Self-Regulation in Early Childhood
The Dimensional Change Card Sort (DCCS)
Developmentally Sensitive Measures of Executive Function in Preschool Children
Assessment and Development of Executive Function (EF) During Childhood
Executive function in preschoolers
Learning-related behaviors and literacy achievement in elementary school-aged children
Educational effects of the Tools of the Mind curriculum
Preschool children's math-related behaviors mediate curriculum effects on math achievement gains
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Verbal ability and executive functioning development in preschoolers at head start
Preschool executive functioning abilities predict early mathematics achievement
School readiness and later achievement
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators
Using confirmatory factor analysis to understand executive control in preschool children
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
The development of cognitive skills and gains in academic school readiness for children from low-income families
| Unique citing works | 90 |
|---|---|
| Citations per year | 8,18 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 89 |