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ERIC Number: EJ1126128
Record Type: Journal
Publication Date: 2017-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0964-2633
Executive Function and Academic Achievement in Primary-Grade Students with Down Syndrome
Will, E.; Fidler, D. J.; Daunhauer, L.; Gerlach-McDonald, B.
Journal of Intellectual Disability Research, v61 n2 p181-195 Feb 2017
Background: Executive function (EF) plays a critical role in academic outcomes in typically developing children, but the contribution of EF to academic performance in Down syndrome (DS) is less well understood. This study evaluated differences in early academic foundations between primary school aged children with DS and non-verbal mental-age matched typically developing (TD) children. Additionally, the contribution of EF domains to academic outcomes was evaluated in each group. Method: Participants with DS (n = 29) and mental-age matched TD participants (n = 23) were administered the Woodcock Johnson-III NU Tests of Academic Achievement, as well as a laboratory-based EF battery, including measures of working memory, shifting, inhibition and object-planning. Results: Findings indicated a difference in early academic foundations profile between children with DS and mental-age matched TD children. Patterns of EF contributions towards academic outcomes were also observed across groups. Conclusions: Aspects of EF are critical to academic achievement in DS but differentially so relative to typical development. Implications for educational instruction are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Kindergarten; Grade 1; Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324A110136