Work

The Timing of Executive Function Development is Associated with Growth in Math Achievement from Preschool through Second Grade

Year: 2022

Type: preprint

Abstract: We examined whether the timing of executive function (EF) development was associated with growth in children's math achievement across eight measurement occasions from preschool through second grade. Using a prospective longitudinal sample of 351 children, we found that children who developed EF later, entered preschool with the lowest levels of math performance and did not catch-up to their intermediate or early EF developing counterparts despite exhibiting a similar math growth rate through second grade. This trend was also observed after controlling for children's biological sex, early language skills, and socioeconomic background. These findings suggest that developing EF late might place children at a unique risk for math difficulties independent of important child and family level characteristics and can provide insights for instructional strategies that take into account differences in children's EF development.

DOI: 10.1016/j.learninstruc.2022.101713

Authors: Sammy F. Ahmed, Janelle Montroy, Lori Skibbe, Ryan Bowles, Frederick Morrison

Institutions: University of Rhode Island, Michigan State University, University of Michigan

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G2661657818, G794262073

OpenAlex ID: W4308175328

Cites: 76

Cited by: 16

Related to: 10