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Longitudinal associations between executive functioning and academic skills across content areas.
Dev Psychol. 2014 Jun; 50(6):1698-709.DP

Abstract

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.

Authors+Show Affiliations

Department of Psychology, University of Dayton.Peabody Research Institute, Vanderbilt University.Department of Teaching, Vanderbilt University.Department of Educational, School, and Counseling Psychology, University of Missouri.

Pub Type(s)

Journal Article
Research Support, U.S. Gov't, Non-P.H.S.

Language

eng

PubMed ID

24749550

Citation

Fuhs, Mary Wagner, et al. "Longitudinal Associations Between Executive Functioning and Academic Skills Across Content Areas." Developmental Psychology, vol. 50, no. 6, 2014, pp. 1698-709.
Fuhs MW, Nesbitt KT, Farran DC, et al. Longitudinal associations between executive functioning and academic skills across content areas. Dev Psychol. 2014;50(6):1698-709.
Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698-709. https://doi.org/10.1037/a0036633
Fuhs MW, et al. Longitudinal Associations Between Executive Functioning and Academic Skills Across Content Areas. Dev Psychol. 2014;50(6):1698-709. PubMed PMID: 24749550.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Longitudinal associations between executive functioning and academic skills across content areas. AU - Fuhs,Mary Wagner, AU - Nesbitt,Kimberly Turner, AU - Farran,Dale Clark, AU - Dong,Nianbo, Y1 - 2014/04/21/ PY - 2014/4/23/entrez PY - 2014/4/23/pubmed PY - 2015/1/13/medline SP - 1698 EP - 709 JF - Developmental psychology JO - Dev Psychol VL - 50 IS - 6 N2 - 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. SN - 1939-0599 UR - https://www.unboundmedicine.com/medline/citation/24749550/Longitudinal_associations_between_executive_functioning_and_academic_skills_across_content_areas_ L2 - http://content.apa.org/journals/dev/50/6/1698 DB - PRIME DP - Unbound Medicine ER -