The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
>
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
 
Overview
Print
Published online first in:
Review of Educational Research
March 5, 2015

Robin Jacob, University of Michigan
Julia Parkinson, American Institutes for Research

Abstract

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

 
 
Author Interview
Print
 
 
Share This
Print
@AERA_EdResearch
 
Designed by Weber-Shandwick   Powered by eNOAH