The timing of executive function development is associated with growth in math achievement from preschool through second grade

Ahmed, Sammy F.; Montroy, Janelle J.; Skibbe, Lori E.; Bowles, Ryan P.; Morrison, Frederick J.

doi:10.1016/j.learninstruc.2022.101713

Cited by 3 publications

(2 citation statements)

References 64 publications

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“…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). An extensive body of research has demonstrated the supportive role of EF in the development of reading skills, including but not limited to, decoding, vocabulary, and both oral and written language comprehension (Follmer & Sperling 2019; Ober et al, 2020).…”

Section: Executive Function Measurement Across Development: Implicati...mentioning

confidence: 99%

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

Grammer

Ahmed

2023

Mind Brain and Education

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In recent years awareness of the importance of executive function (EF) skills for students' academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence‐based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real‐world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school‐based strategies to promote these skills.

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Section: Executive Function Measurement Across Development: Implicati...mentioning

confidence: 99%

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

Grammer

Ahmed

2023

Mind Brain and Education

Self Cite

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“…Otros estudios similares, si bien reconocen la relación y parten de esta, demuestran que el desarrollo social condiciona fe específicas que predicen el desempeño académico, como la memoria de trabajo, pero en vínculo con la educación de los padres y otros factores relacionados con la crianza, la educación y el entorno (Ahmed et al, 2023;Laureys et al, 2022;Waters et al, 2021). Estos ejemplos apuntan a la relación compleja entre lo interno y lo externo en el desarrollo de las fe y su impacto en la vida y aprendizaje de las personas.…”

Section: Introductionunclassified

Executive functions of higher education entrants: Case Bilingualism degree program with emphasis on English

Herrera Valdez,

Cardona Puello,

Osorio Beleño

et al. 2024

Reg Cient

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This article shows the main findings of a research project to study the executive functions of new students entering a bachelor’s degree program in Bilingualism in the face-to-face teaching process. It was aimed at analyzing the state of the administrative tasks of new students entering the program in a university institution in Cartagena (Colombia) during 2022 and 2023. This research was conducted from a mixed approach of descriptive scope involving quantitative techniques and instruments, EFECO self-report test, and qualitative through the focus group technique. The data processed allowed for the identification of the profiles of executive functions in the sample examined. These results point to the need for reinforcement that students should strengthen their emotional skills for planning, initiative, and working memory training. The data analysis pointed to a tendency to procrastinate and need to remember what they have learned after completing the assessments. The evidence suggests that students are conditioned to put their executive functions into action and in specific situations. The results highlight the need to design a strategic plan to develop administrative functions adequately and contribute to good performance in university life.

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Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge

Devlin,

Ellis,

Zehner

et al. 2024

Journal of Experimental Child Psychology

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The timing of executive function development is associated with growth in math achievement from preschool through second grade

Cited by 3 publications

References 64 publications

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

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

Executive functions of higher education entrants: Case Bilingualism degree program with emphasis on English

Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge

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