The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement

Abstract

This article systematically reviews what is known empirically about the association between executive function and student achievement in both readingand math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

“…While there is no definitive list of executive functions, and for some there is a degree of overlap with what have been termed "learning related behaviors" [51] core executive functions would appear to involve (a) the capacity to inhibit one's actions appropriately (to exercise self-control and to control one's selective attention); (b) working memory; and (c) cognitive flexibility [52]. However, operational definitions and measurements of executive functions often vary greatly [53].…”

“…However, it is important to note that, for example, executive functioning is not a key predictor of reading disability [58] with other factors such as a family history of reading difficulty, phonological awareness, and letter knowledge proving to be more important. An important consideration concerns the uncertainty as to whether the relationship between executive function and academic achievement can be shown to be causal, rather than correlational [53].…”

Executive functions in the context of complex learning: Malleable moderators?

“…Results of a meta-analysis by Jacob and Parkinson (2015) indicate that inhibition is related to math and reading achievements in addition to shifting and working memory. Notably, at least for mathematics achievement, it remains unclear whether the role of inhibition depends on updating.…”

The opinion of parents and teachers of students with learning disorders regarding executive function skills

“…Negative emotion and low levels of attention seem to have an interactive relationship in early development of cognitive and behavioral function 28 . According to parent reports, difficulty controlling emotions is related to exaggerated reactions, bursts of rage, easy crying and mood changes, among others Although results show that parent and teacher responses do not agree, the study 24 mentioned that teachers play an important role to support students, in particular those with no self-regulation skills, to be independent or autonomous apprentices. In support of this vision, evidence shows that the teacher-school link could significantly impact the ability of students with difficulties to self-regulate.…”

“…Studies 19,24,25 find that, prior to entering school, socioemotional and behavioral competences must already be established, as they favor academic learning. These competences are related to self-regulation skills, and enable maintaining emotional, motivational and cognitive control in different situations.…”