ERIC Number: EJ1184815
Record Type: Journal
Publication Date: 2018-Mar
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1751-2271
EISSN: N/A
Longitudinal Associations among Executive Function, Visuomotor Integration, and Achievement in a High-Risk Sample
Brock, Laura L.; Kim, Helyn; Grissmer, David W.
Mind, Brain, and Education, v12 n1 p23-27 Mar 2018
The present study examines cross-lagged associations among executive function, visuomotor skills, and math and reading achievement from kindergarten to second grade. Both executive function and visuomotor integration tend to be delayed in socioeconomically disadvantaged children and can explain nearly half the achievement gap at kindergarten entry. Participants were 259 students enrolled in elementary schools serving predominantly low-income communities with multiple sociodemographic risk factors. Executive function at multiple time points predicted reading and math achievement. However, visuomotor integration in kindergarten alone predicted later reading and math. Initially, math predicts later reading. Subsequently, reading predicts later math.
Descriptors: Longitudinal Studies, Executive Function, Mathematics Achievement, Reading Achievement, Kindergarten, Grade 1, Grade 2, Achievement Gap, Psychomotor Skills, Visual Perception, Elementary School Students, Low Income Students, Disadvantaged Youth, At Risk Students, Predictor Variables
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110703; R305B090002