The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review

Resource type
Journal Article
Authors/contributors
Title
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
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.
Publication
Review of Educational Research
Volume
85
Issue
4
Pages
512-552
Date
December 1, 2015
Journal Abbr
Review of Educational Research
Language
en
ISSN
0034-6543
Short Title
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement
Accessed
04/11/2019, 10:27
Library Catalog
SAGE Journals
Extra
shortDOI: 10/gdtnhh
Citation
Jacob, R., & Parkinson, J. (2015). The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review. Review of Educational Research, 85(4), 512–552. https://doi.org/10.3102/0034654314561338