What Is the Role of Executive Function in the Early Elementary School Achievement of Latino Students?

Autor/in	Greenfader, Christa Mulker
Titel	What Is the Role of Executive Function in the Early Elementary School Achievement of Latino Students?
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1709-1727 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenfader, Christa Mulker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2043863
Schlagwörter	Executive Function; Elementary School Students; Hispanic American Students; Academic Achievement; Short Term Memory; Surveys; Longitudinal Studies; Kindergarten; Grade 2; Socioeconomic Status; Language Skills; Oral Language; Grade Prediction; Cognitive Ability; Cognitive Tests; Early Childhood Longitudinal Survey; Preschool Language Scale; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Kurzzeitgedächtnis; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Denkfähigkeit; Kognitiver Fähigkeitstest
Abstract	The early elementary years are foundational for future academic achievement, and, as the number of Latino students in U.S. schools continues to rise, more attention has been given to the academic performance of these young learners. Yet little is known about the cognitive skills, such as executive function (EF), that may underlie Latinos' academic performance in the early grades. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011; N = 4,220), the current study examines the role that kindergarten EF plays in the second grade academic achievement of Latino students, after accounting for SES and English oral language skills. Specifically, it: (1) examines the influence of SES and English oral language skills on the growth of EF in the early elementary grades; and (2) investigates whether kindergarten EF predicts second grade academic achievement and mediates the influence of SES and English oral language skills. Results suggest that kindergarten EF plays a role in second-grade reading and math. Working memory, in particular, is predictive of future achievement, mediating the relationship between both kindergarten-entry English oral language skills and SES and second-grade achievement. Implications for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01