[Formula: See Text]Cognitive and Behavioral Rating Measures of Executive Function As Predictors of Academic Outcomes in Children

Overview

Journal Child Neuropsychol

Publisher Routledge

Specialties Neurology
Pediatrics
Psychology

Date 2015 Dec 19

PMID 26678705

Citations 37

Authors

Elyssa H Gerst

Paul T Cirino

Jack M Fletcher

Hanako Yoshida

Affiliations

Soon will be listed here.

Abstract

Interrelations of two measurement methods (cognitive versus behavioral ratings) for executive function (EF) were examined and related to reading comprehension and math calculations in fourth and fifth grade students (n = 93) in the context of a diverse urban student population. Relations among measures within four EF processes (working memory, planning, inhibition and shifting) were modest; relations to academics were stronger. EF measures contributed to both academic outcomes even in the context of relevant covariates (age, language and educational program). Working memory was particularly important for reading comprehension across measurement type. Cognitive measures from all EF processes, particularly inhibition and planning, and behavioral ratings of working memory were important for math.

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