2015/12/17 by Elyssa H. Gerst, Paul T. Cirino, Jack M. Fletcher +2 · 1 citation
Mathematics · Psychology · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Early Childhood Education and Development #Reading and Literacy Development
paper · doi:10.1080/09297049.2015.1120860
openalex publication_date 2015/12/17 · openalex created_date 2016/06/24 · openalex updated_date 2026/07/29
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.