Predictions of pre-academic mathematical and literacy skills by kindergarten executive functions

Abstract

The present study examined the associations between kindergarten executive functions (EF) and pre-academic phonological and numeracy skills. A sample of 114 kindergarten children were tested on several pre-academic skills tasks and EF tasks that tap working memory updating and inhibition. Home learning environment and family socioeconomic status were assessed with parent questionnaires. EF were assumed to be associated with phonological as well as numeracy skills over and above the family background variables. Associations with numerical skills should be stronger than those with phonological awareness skills. Hierarchical regression analyses revealed that EF predicted pre-academic skills besides home learning environment and socioeconomic status. EF explained more variance in numerical skills than in phonological skills. Structural equation models showed high path coefficients between a latent EF variable and pre-academic skills. Not only EF performance levels, but also intraindividual EF performance fluctuations were associated with pre-academic skills. The results indicate that kindergarten EF are associated with early academic achievement. This points to the importance of early diagnosis of EF problems and early interventions.