Dyscalculia and Typical Math Achievement Are Associated with Individual Differences in Number-Specific Executive Function
Author: Wilkey, Eric D. ; Pollack, Courtney; Price, Gavin R.
Publication info: Child Development Vol. 91, Iss. 2, (Mar 2020 - Apr 2020): 596-619.
Abstract: Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement. [For the corresponding Grantee Submission, see ED601228.]
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Subject: Learning Disabilities; Mathematics Skills; Executive Function; Mathematics Achievement; Children; Early Adolescents; Numbers; Developmental Disabilities; Correlation; Mathematical Concepts; Achievement Tests
Identifier / keyword: Woodcock Johnson Tests of Achievement
Sponsor: Institute of Education Sciences
IES funded: Yes
IES grant or contract numbers: R305A140126
Publication title: Child Development
Volume: 91
Issue: 2
Pages: 596-619
Number of pages: 24
Publication date: March-April 2020
Printer/Publisher: Wiley-Blackwell; 350 Main Street, Malden, MA 02148; http://www.wiley.com/WileyCDA; Tel.: 800-835-6770 781-388-8598 , Fax: 781-388-8232
Publisher e-mail: cs-journals@wiley.com
ISSN: 0009-3920
Source type: Scholarly Journals
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: -1
Contract number: R305A140126, R305K050157
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1111/cdev.13194
Accession number: EJ1246015
ProQuest document ID: 2396851933
Document URL: https://search.proquest.com/docview/2396851933?accountid=10639
Last updated: 2020-05-01
Database: ERIC
Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-Year Longitudinal Study of Deaf and Hearing Children
Author: Jones, Anna; Atkinson, Joanna; Marshall, Chloe; Botting, Nicola; St Clair, Michelle C.; Morgan, Gary
Publication info: Child Development Vol. 91, Iss. 2, (Mar 2020 - Apr 2020): 15.
Abstract: Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6-11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.
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Full text: Not available.
Subject: Executive Function; Deafness; Hearing Impairments; Children; Preadolescents; Nonverbal Communication; Expressive Language; Vocabulary; Language Skills; Predictor Variables
Publication title: Child Development
Volume: 91
Issue: 2
Pages: 15
Number of pages: 15
Publication date: March-April 2020
Printer/Publisher: Wiley-Blackwell; 350 Main Street, Malden, MA 02148; http://www.wiley.com/WileyCDA; Tel.: 800-835-6770 781-388-8598 , Fax: 781-388-8232
Publisher e-mail: cs-journals@wiley.com
ISSN: 0009-3920
Source type: Scholarly Journals
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: -1
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1111/cdev.13226
Accession number: EJ1246026
ProQuest document ID: 2396851275
Document URL: https://search.proquest.com/docview/2396851275?accountid=10639
Last updated: 2020-05-01
Database: ERIC
Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function
Author: Baez, Adriana C.; Dajani, Dina R.; Voorhies, Willa; Parladé, Meaghan V.; Alessandri, Michael; Britton, Jennifer C.; Llabre, Maria M.; Uddin, Lucina Q.
Publication info: Journal of Autism and Developmental Disorders Vol. 50, Iss. 3, (Mar 2020): 707-718.
Abstract: Executive function (EF), the set of cognitive processes that govern goal-directed behavior, varies within developmental samples and clinical populations. Here, we perform a conceptual replication of prior work (Dajani et al. in Sci Rep 6:36566, 2016) in an independent sample of typically developing children (n = 183) and children with autism spectrum disorder (n = 104). Consistent with previous work, the latent profile analysis of parent-report EF measures provided evidence for three EF classes, which exhibited differential proportions of diagnostic groups. Additionally, children in the impaired EF group exhibited greater levels of social impairment. These results highlight the heterogeneity of EF ability among clinical and non-clinical populations and the link between EF and social abilities.
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Full text: Not available.
Subject: Executive Function; Children; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Correlation
Sponsor: National Institute of Mental Health
IES grant or contract numbers: NIMH5R21MH107045
Publication title: Journal of Autism and Developmental Disorders
Volume: 50
Issue: 3
Pages: 707-718
Number of pages: 12
Publication date: March 2020
Printer/Publisher: Springer; Available from: Springer Nature. 233 Spring Street, New York, NY 10013; https://link.springer.com/; Tel.: 800-777-4643 212-460-1500 , Fax: 212-348-4505
Publisher e-mail: customerservice@springernature.com
ISSN: 0162-3257
Source type: Scholarly Journals
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Articles, 143: Reports - Research
Number of references: -1
Contract number: NIMH5R21MH107045, NIMHR01MH107549
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1007/s10803-019-04290-9
Accession number: EJ1243055
ProQuest document ID: 2396849379
Document URL: https://search.proquest.com/docview/2396849379?accountid=10639
Last updated: 2020-05-01
Database: ERIC
Influences of Executive Function, Language Comprehension, and Fluency on Young Children's Reading Comprehension
Author: Chang, Isabelle
Publication info: Journal of Early Childhood Research Vol. 18, Iss. 1, (Mar 2020): 44-57.
Abstract: The purpose of this study was to examine the extent to which children's executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children's executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children's first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children's executive function and reading skills are discussed.
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Full text: Not available.
Subject: Executive Function; Reading Comprehension; Kindergarten; Individual Differences; Cognitive Ability; Inhibition; Short Term Memory; Student Characteristics; Language Fluency; Comprehension; Correlation; Grade 1; Reading Skills
Identifier / keyword: Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Early Childhood Longitudinal Survey Woodcock Johnson Tests of Cognitive Ability
Education level: Early Childhood Education, Elementary Education, Kindergarten, Primary Education, Grade 1
Publication title: Journal of Early Childhood Research
Volume: 18
Issue: 1
Pages: 44-57
Number of pages: 14
Publication date: March 2020
Printer/Publisher: SAGE Publications; 2455 Teller Road, Thousand Oaks, CA 91320; http://sagepub.com; Tel.: 800-818-7243 805-499-9774 , Fax: 800-583-2665
Publisher e-mail: journals@sagepub.com
ISSN: 1476-718X
Source type: Scholarly Journals
Peer reviewed: Yes
Summary language: English
Language of publication: English
Document type: Article, Report, 080: Journal Article s, 143: Reports - Research
Number of references: -1
Subfile: ERIC, Current Index to Journals in Education (CIJE)
DOI: http://dx.doi.org/10.1177/1476718X19875768
Accession number: EJ1238872
ProQuest document ID: 2396846989
Document URL: https://search.proquest.com/docview/2396846989?accountid=10639
Last updated: 2020-05-01
Database: ERIC
1. Applying Universal Design for Learning to Instructional Lesson Planning
Author: McGhie-Richmond, Donna; Sung, Andrew N.
Publication info: International Journal of Whole Schooling Vol. 9, Iss. 1, (2013): 43-59.
Links: Link to Full Text
Issue: 1
Last updated: 2018-08-31
Pages: 43-59
Peer reviewed: Yes
Printer/Publisher: Whole Schooling Consortium; Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada; http://www.wholeschooling.net
Publication date: 2013
Publication title: International Journal of Whole Schooling
Volume: 9
2. A Universally Designed for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Practitioners' Model Essential for Teacher Preparation in the 21st Century
Author: Benton-Borghi, Beatrice Hope
Publication info: Journal of Educational Computing Research Vol. 48, Iss. 2, (2013): 245-265.
Links: Link to Full Text
Issue: 2
Last updated: 2018-08-31
Pages: 245-265
Peer reviewed: Yes
Printer/Publisher: Baywood Publishing Company; Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701; http://baywood.com; Tel.: 800-638-7819 631-691-1270 , Fax: 631-691-1770
Publication date: 2013
Publication title: Journal of Educational Computing Research
Volume: 48
3. Analyzing a College Course That Adheres to the Universal Design for Learning (UDL) Framework
Author: Smith, Frances G.
Publication info: Journal of the Scholarship of Teaching and Learning Vol. 12, Iss. 3, (Sep 2012): 31-61.
Links: Link to Full Text
Issue: 3
Last updated: 2018-08-31
Pages: 31-61
Peer reviewed: Yes
Printer/Publisher: Indiana University; 755 West Michigan Street UL 1180D, Indianapolis, IN 46202; http://www.iupui.edu/~josotl; Tel.: 317-274-5647 , Fax: 317-278-2360
Publication date: September 2012
Publication title: Journal of the Scholarship of Teaching and Learning
Volume: 12
4. Expanding Access to STEM for At-Risk Learners: A New Application of Universal Design for Instruction
Author: Street, Christine Duden; Koff, Robert; Fields, Harvey; Kuehne, Lisa; Handlin, Larry; Getty, Michael; Parker, David R.
Publication info: Journal of Postsecondary Education and Disability Vol. 25, Iss. 4, (Jan 2012 - Mar 2012): 363-375.
Links: Link to Full Text
Issue: 4
Last updated: 2018-08-31
Pages: 363-375
Peer reviewed: Yes
Printer/Publisher: Association on Higher Education and Disability; 107 Commerce Center Drive Suite 204, Huntersville, NC 28078; http://www.ahead.org/publications/jped; Tel.: 704-947-7779 , Fax: 704-948-7779
Publication date: Winter 2012
Publication title: Journal of Postsecondary Education and Disability
Volume: 25
5. Universal Design: Implications for Computing Education
Author: Burgstahler, Sheryl
Publication info: ACM Transactions on Computing Education Vol. 11, Iss. 3, (Oct 2011): 17.
Links: Link to Full Text
DOI: http://dx.doi.org/10.1145/2037276.2037283
Issue: 3
Last updated: 2018-08-31
Pages: 17
Peer reviewed: Yes
Printer/Publisher: Association for Computing Machinery; 2 Penn Plaza Suite 701, New York, NY 10121; http://www.acm.org; Tel.: 800-342-6626 212-626-0500 , Fax: 212-944-1318
Publication date: October 2011
Publication title: ACM Transactions on Computing Education
Volume: 11
6. Employing Universal Design for Instruction
Author: Shaw, Robert A.
Publication info: New Directions for Student Services Iss. 134, (Jul 2011 - Sep 2011): 21-33.
Links: Link to Full Text
DOI: http://dx.doi.org/10.1002/ss.392
Issue: 134
Last updated: 2018-08-31
Pages: 21-33
Peer reviewed: Yes
Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 , Fax: 201-748-6021
Publication date: Summer 2011
Publication title: New Directions for Student Services
7. Universal Design for Academic Facilities
Author: Salmen, John P. S.
Publication info: New Directions for Student Services Iss. 134, (Jul 2011 - Sep 2011): 13-20.
Links: Link to Full Text
DOI: http://dx.doi.org/10.1002/ss.391
Issue: 134
Last updated: 2018-08-31
Pages: 13-20
Peer reviewed: Yes
Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 , Fax: 201-748-6021
Publication date: Summer 2011
Publication title: New Directions for Student Services
8. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students
Author: Edyburn, Dave
Publication info: New Directions for Higher Education Iss. 154, (Jul 2011 - Sep 2011): 37-44.
Links: Link to Full Text
DOI: http://dx.doi.org/10.1002/he.432
Issue: 154
Last updated: 2018-08-31
Pages: 37-44
Peer reviewed: Yes
Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 , Fax: 201-748-6021
Publication date: Summer 2011
Publication title: New Directions for Higher Education
9. Universal Design for Learning: Application for Technology-Enhanced Learning
Author: Morra, Thom; Reynolds, Jim
Publication info: Inquiry Vol. 15, Iss. 1, (2010): 43-51.
Links: Link to Full Text
Issue: 1
Last updated: 2018-08-31
Pages: 43-51
Peer reviewed: Yes
Printer/Publisher: Virginia Community Colleges Association and Virginia Community College System; 101 North 14th Street, Richmond, VA 23219; http://www.vccaedu.org/inquiry; Tel.: 804-819-4666 , Fax: 804-819-4771
Publication date: 2010
Publication title: Inquiry
Volume: 15
10. Computer Mediated Communication in the Universal Design for Learning Framework for Preparation of Special Education Teachers
Author: Basham, James D.; Lowrey, K. Alisa; deNoyelles, Aimee
Publication info: Journal of Special Education Technology Vol. 25, Iss. 2, (2010): 31-44.
Links: Link to Full Text
Issue: 2
Last updated: 2018-08-31
Pages: 31-44
Peer reviewed: Yes
Printer/Publisher: Technology and Media Division of the Council for Exceptional Children; 2900 Crystal Drive Suite 1000, Arlington, VA 22202; http://www.tamcec.org/jset
Publication date: 2010
Publication title: Journal of Special Education Technology
Volume: 25
