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ERIC Number: EJ1081758
Record Type: Journal
Publication Date: 2015-Dec
Pages: 41
Abstractor: As Provided
Reference Count: 126
ISBN: N/A
ISSN: ISSN-0034-6543
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review
Jacob, Robin; Parkinson, Julia
Review of Educational Research, v85 n4 p512-552 Dec 2015
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A090315