Martina Röthlisberger|Regula Neuenschwander|Patrizia Cimeli|Claudia M. Roebers
Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement
University of Bern|University of Bern|University of Bern|University of Bern
pronounced improvements executive functions ef preschool years documented crosssectional studieshowever longitudinal evidence ef development transition school predictive associations early ef later school achievement still scarcethis study examined developmental changes ef across three timepoints predictive value ef mathematical reading spelling skills explored childrens specific academic attainment function early efparticipants 323 children following regular education 160 children enrolled prekindergarten younger cohort 69 months 163 children kindergarten older cohort 784 months first assessmentvarious tasks ef administered three times interval one year eachmathematical reading spelling skills measured last assessmentindividual background characteristics vocabulary nonverbal intelligence socioeconomic status included control variablesin cohorts changes ef substantial improvements ef however larger preschoolers schoolaged childrenef assessed preschool accounted substantial variability mathematical reading spelling achievement two years later low ef especially associated significant academic disadvantages early school yearsgiven ef continue develop preschool primary school years starting low ef associated lower school achievement ef may considered marker risk academic disabilities