The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades

Informing the Development of School‐Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions

“…These skills underlie flexible adaptation to changing task demands, including the regulation of attention, inhibition of inappropriate responses, coordination of information in working memory, and organization and planning of adaptive behavior (Morrison & Grammer, 2016). Evidence for associations between children's EF and academic achievement has accumulated steadily over the past two decades (e.g., Ellis et al, 2021; Gathercole & Pickering, 2000; McClelland et al, 2007; Ribner, Ahmed, Miller‐Cotto, & Ellis, 2022; Welsh et al, 2010; Woods, Ahmed, Katz, & Morrison, 2020). Although EF has been linked to children's academic development in the domains of math, reading, and science achievement (e.g., Ahmed, Montroy, Skibbe, Bowles, & Morrison, 2023; Kim, Ahmed, & Morrison, 2021; Kim, Bousselot, & Ahmed, 2021; Nguyen & Duncan 2019; Schmitt et al, 2017), interest has steadily mounted on the role of EF for children reading achievement across development (Ahmed, Tang, Waters, & Davis‐Kean, 2019; Blair & Razza, 2007).…”