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Executive functioning as a predictor of children’s mathematics, reading and writing

Valcan, D.S., Davis, H.L., Pino-Pasternak, D.ORCID: 0000-0002-1030-7458 and Malpique, A.A.ORCID: 0000-0002-1683-9906 (2020) Executive functioning as a predictor of children’s mathematics, reading and writing. Journal of Applied Developmental Psychology, 70 . Article 101196.

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Executive functioning (EF) in early childhood predicts both concurrent and future academic achievement. Nevertheless, few studies have investigated the potential pathways through which this might occur. The present study compared two models through which EF might plausibly predict academic outcomes 1 year later. Structural equation modelling analyses were conducted on a longitudinal dataset from 176 children at the end of Kindergarten (age M = 5 years, 8 months; SD = 4.02 months) and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). Kindergarten EF predicted Year 1 mathematics and handwriting automaticity only via Kindergarten mathematics and handwriting automaticity, respectively. In contrast, Kindergarten EF predicted Year 1 reading and writing quality directly, as well as indirectly via Kindergarten reading and handwriting automaticity, respectively. These results suggest that EF predicts later achievement via early achievement, and also predicts longitudinal growth potential independently of early academic achievement.

Item Type: Journal Article
Murdoch Affiliation(s): Education
Psychology, Counselling, Exercise Science and Chiropractic
Publisher: Elsevier BV
Copyright: © 2020 Published by Elsevier Inc.
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