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The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
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The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
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Journal Article
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
2015
Overview
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.
Publisher
SAGE Publications,American Educational Research Association
