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Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample
Author(s) -
Brock Laura L.,
Kim Helyn,
Grissmer David W.
Publication year - 2018
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12164
Subject(s) - disadvantaged , reading (process) , psychology , developmental psychology , longitudinal study , sample (material) , mathematics , chemistry , chromatography , statistics , political science , law
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.