What Is the Role of Executive Function in the Early Elementary School Achievement of Latino Students?

References

• Allan, N. P., & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators. Developmental Psychology, 47(4), 905–915. https://doi.org/10.1037/a0023748
   PubMed Web of Science ®Google Scholar
• Allison, P. D. (2003). Missing data techniques for structural equation modeling. Journal of Abnormal Psychology, 112(4), 545. https://doi.org/10.1037/0021-843X.112.4.545
   PubMed Web of Science ®Google Scholar
• Alloway, T. P., Bibile, V., & Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students? Computers in Human Behavior, 29(3), 632–638. https://doi.org/10.1016/j.chb.2012.10.023
   Web of Science ®Google Scholar
• Aud, S., Fox, M., & KewalRamani, A. (2010). Status and trends in the education of racial and ethnic groups (NCES 2010-015). U.S. Department of Education, National Center for Education Statistics. http://nces.ed.gov/pubs2010/2010015.pdf
   Google Scholar
• August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Erlbaum.
   Google Scholar
• Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485–493. https://doi.org/10.1037/0894-4105.8.4.485
   Google Scholar
• Barber, A. T., Cartwright, K. B., Stapleton, L. M., Klauda, S. L., Archer, C. J., & Smith, P. (2020). Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of dual language learners and English monolinguals. Contemporary Educational Psychology, 61, 101848. https://doi.org/10.1016/j.cedpsych.2020.101848
   Web of Science ®Google Scholar
• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173. https://doi.org/10.1037/0022-3514.51.6.1173
   PubMed Web of Science ®Google Scholar
• Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70(3), 636–644. https://doi.org/10.1111/1467-8624.00046
   Web of Science ®Google Scholar
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
   PubMed Web of Science ®Google Scholar
• Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387
   PubMed Web of Science ®Google Scholar
• Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36–41. https://doi.org/10.1111/cdep.12059
   Web of Science ®Google Scholar
• Cárdenas-Hagan, E., Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, Speech, and Hearing Services in Schools, 38(3), 249–259. https://doi.org/10.1044/0161-1461(2007/026)
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298. https://doi.org/10.1111/j.1467-7687.2008.00675.x
   PubMed Web of Science ®Google Scholar
• Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., Willcutt, E., & Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology. General, 141(3), 470. https://doi.org/10.1037/a0027375
   PubMed Web of Science ®Google Scholar
• Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. https://doi.org/10.3102/00346543049002222
   Web of Science ®Google Scholar
• Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge University Press.
   Google Scholar
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
   PubMed Web of Science ®Google Scholar
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
   PubMed Web of Science ®Google Scholar
• Díaz, G., & McClelland, M. M. (2018). Latino families and schools: Identifying challenges and highlighting strengths to support children’s early learning. In S. Sonnenschein & B. E. Sawyer (Eds.), Academic socialization of Young Black and Latino children (pp. 121–139). Springer.
   Google Scholar
• Dilworth-Bart, J. E. (2012). Does executive function mediate SES and home quality associations with academic readiness? Early Childhood Research Quarterly, 27(3), 416–425. https://doi.org/10.1016/j.ecresq.2012.02.002
   Web of Science ®Google Scholar
• Duncan, S. E., & De Avila, E. A. (1998). preLAS 2000 English forms C and D, examiner’s manual. CTB/McGraw-Hill Companies, Inc.
   Google Scholar
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
   PubMed Web of Science ®Google Scholar
• Engel de Abreu, P. M. J., Cruz-Santos, A., Tourinho, C. J., Martin, R., & Bialystok, E. (2012). Bilingualism enriches the poor: Enhanced cognitive control in low-income minority children. Psychological Science, 23(11), 1364–1371. https://doi.org/10.1177/0956797612443836
   PubMed Web of Science ®Google Scholar
• Fitzpatrick, C., McKinnon, R. D., Blair, C. B., & Willoughby, M. T. (2014). Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction, 30, 25–31. https://doi.org/10.1016/j.learninstruc.2013.11.003
   Web of Science ®Google Scholar
• Foy, J. G., & Mann, V. A. (2014). Bilingual children show advantages in nonverbal auditory executive function task. International Journal of Bilingualism, 18(6), 717–729. https://doi.org/10.1177/1367006912472263
   Web of Science ®Google Scholar
• Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10(4), 483–527. https://doi.org/10.1016/0885-2014(95)90024-1
   Web of Science ®Google Scholar
• Fryer, R. G., & Levitt, S. D. (2006). The black-White test score gap through third grade. American Law and Economics Review, 8(2), 249–281. https://doi.org/10.1093/aler/ahl003
   Google Scholar
• Galindo, C., & Reardon, S. F. (2006). Latino students’ educational experiences and opportunities during kindergarten. National Task Force on Early Childhood Education for Latinos.
   Google Scholar
• Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345. https://doi.org/10.1037/0033-2909.114.2.345
   PubMed Web of Science ®Google Scholar
• Greenfader, C. M. (2019). What is the role of executive function in the school readiness of Latino students? Early Childhood Research Quarterly, 49, 93–108. https://doi.org/10.1016/j.ecresq.2019.02.011
   Web of Science ®Google Scholar
• Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003
   PubMed Web of Science ®Google Scholar
• Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., Silva, K. M., Diaz, A., Gal-Szabo, D. E., Thompson, M. S., & Southworth, J. (2018). Self-regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7), 914–938. https://doi.org/10.1080/10409289.2018.1496722
   PubMed Web of Science ®Google Scholar
• Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238
   PubMed Web of Science ®Google Scholar
• Holmes, J., & Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26(3), 339–366. https://doi.org/10.1080/01443410500341056
   Google Scholar
• Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20(3), 251–271. https://doi.org/10.1002/icd.736
   Web of Science ®Google Scholar
• Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Special Issue: Executive Function, 108(3), 663–676. https://doi.org/10.1016/j.jecp.2010.06.005
   Google Scholar
• Hughes, C., Ensor, R., Wilson, A., & Graham, A. (2010). Tracking executive function across the transition to school: A latent variable approach. Developmental Neuropsychology, 35(1), 20–36. https://doi.org/10.1080/87565640903325691
   PubMed Web of Science ®Google Scholar
• Institute of Education Sciences, National Center for Education Statistics (2017). Racial/ethnic enrollment in public schools. https://nces.ed.gov/programs/coe/pdf/coe_cge.pdf
   Google Scholar
• Kalia, V., Daneri, M. P., & Wilbourn, M. P. (2019). Relations between vocabulary and executive functions in Spanish–English dual language learners. Bilingualism: Language and Cognition, 22(1), 1–14. https://doi.org/10.1017/S1366728917000463
   Web of Science ®Google Scholar
• Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324. https://doi.org/10.1016/j.tics.2010.05.002
   PubMed Web of Science ®Google Scholar
• Krogstad, J. M., & Gonzalez-Barrera, A. (2015). A majority of English-speaking Latinos in the U.S. are bilingual. Pew Research Center. http://www.pewresearch.org/fact-tank/2015/03/24/a-majority-of-english-speaking-Latinos-in-the-u-s-are-bilingual/
   Google Scholar
• Lawrence, S. (2015). Interventions to promote young children’s self-regulation and executive function skills in early childhood settings. Research Connections. https://academiccommons.columbia.edu/doi/10.7916/D8378SM0/download
   Google Scholar
• Lee, K., Bull, R., & Ho, R. M. H. (2013). Developmental changes in executive functioning. Child Development, 84(6), 1933–1953. https://doi.org/10.1111/cdev.12096
   PubMed Web of Science ®Google Scholar
• Little, M. (2017). Racial and socioeconomic gaps in executive function skills in early elementary school. Educational Researcher, 46(2), 103–109. https://doi.org/10.3102/0013189X17698700
   Web of Science ®Google Scholar
• Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18(1), 62–78. https://doi.org/10.1080/09297049.2011.575772
   PubMed Web of Science ®Google Scholar
• Mancilla-Martinez, J., & Kieffer, M. J. (2010). Language minority learners’ home language use is dynamic. Educational Researcher, 39(7), 545–546. https://doi.org/10.3102/0013189X10383168
   Web of Science ®Google Scholar
• Mancilla-Martinez, J., & Vagh, S. B. (2013). Growth in toddlers’ Spanish, English, and conceptual vocabulary knowledge. Early Childhood Research Quarterly, 28(3), 555–567. https://doi.org/10.1016/j.ecresq.2013.03.004
   Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. https://doi.org/10.1016/j.ecresq.2006.09.003
   Web of Science ®Google Scholar
• McClelland, M. M., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function, behavioral self-regulation, and socialemotional competence: Links to school readiness. In: Saracho, O. N., and Spodek, B. (Eds.), Contemporary perspectives on social learning in early childhood education (pp. 83–107). Charlotte, NC: Information Age.
   Google Scholar
• Mills, B., Dyer, N., Pacheco, D., Brinkley, D., Owen, M. T., & Caughy, M. O. (2019). Developmental transactions between self‐regulation and academic achievement among low‐income African American and Latino children. Child Development, 90(5), 1614–1631. https://doi.org/10.1111/cdev.13091
   PubMed Web of Science ®Google Scholar
• Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
   PubMed Web of Science ®Google Scholar
• Morgan, P. L., Farkas, G., Hillemeier, M. M., Hammer, C. S., & Maczuga, S. (2015). 24- month-old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86(5), 1351–1370. https://doi.org/10.1111/cdev.12398
   PubMed Web of Science ®Google Scholar
• Müller, U., Jacques, S., Brocki, K., & Zelazo, P. D. 2001. The executive functions of language in preschool children. A. Winsler, C. Fernyhough, & I. Montero. Eds., Private speech, executive functioning, and the development of verbal self-regulation 53–68. Cambridge University Press. http://ebooks.cambridge.org/ref/id/CBO9780511581533A013
   Google Scholar
• Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A., & Wilkinson-Flicker, S. (2016). Status and trends in the education of racial and ethnic groups 2016 (NCES 2016-007). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
   Google Scholar
• Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464–480. https://doi.org/10.1111/j.1467-7687.2007.00600.x
   PubMed Web of Science ®Google Scholar
• Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. https://doi.org/10.1111/j.1467-7687.2005.00394.x
   PubMed Web of Science ®Google Scholar
• Palacios, N., & Bohlmann, N. L. (2020). Self-regulation mediates the associations between demographic characteristics and Latino children’s early achievement. Journal of Applied Developmental Psychology, 70(July–September), 101166. https://doi.org/10.1016/j.appdev.2020.101166
   Google Scholar
• Peredo, T. N., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26(5–6), 749–769. https://doi.org/10.1080/10409289.2015.1009319
   PubMed Web of Science ®Google Scholar
• Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the children’s behavior questionnaire. Journal of Personality Assessment, 87(1), 103–113. https://doi.org/10.1207/s15327752jpa8701_09
   Web of Science ®Google Scholar
• Raver, C. C., Blair, C., & Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental Psychology, 49(2), 292–304. https://doi.org/10.1037/a0028343
   PubMed Web of Science ®Google Scholar
• Reardon, S. F., & Galindo, C. (2009). The Latino-White achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46(3), 853–891. https://doi.org/10.3102/0002831209333184
   Web of Science ®Google Scholar
• Reid, J. L., & Ready, D. D. (2021). Heterogeneity in the development of executive function: Evidence from nationally representative data. Early Education and Development, 33(1), 1–25. https://doi.org/10.1080/10409289.2020.1866949
   PubMedGoogle Scholar
• Roberts, T., & Neal, H. (2004). Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development. Contemporary Educational Psychology, 29(3), 283–311. https://doi.org/10.1016/j.cedpsych.2003.08.001
   Web of Science ®Google Scholar
• Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120–132. https://doi.org/10.1017/S1355617710001335
   PubMed Web of Science ®Google Scholar
• Simonds, J., & Rothbart, M. K. (2004). Temperament in middle childhood questionnaire (TMCQ): A computerized self-report measure of temperament for ages 7-10 Occasional Temperament Conference, October, Athens, GA.
   Google Scholar
• Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
   Web of Science ®Google Scholar
• Thomas-Sunesson, D., Hakuta, K., & Bialystok, E. (2018). Degree of bilingualism modifies executive control in Hispanic children in the USA. International Journal of Bilingual Education and Bilingualism, 21(2), 197–206. https://doi.org/10.1080/13670050.2016.1148114
   PubMed Web of Science ®Google Scholar
• Thomas, D., & Fry, R. (2020). Prior to COVID-19, child poverty rates had reached record lows in U.S. Pew Research Center.
   Google Scholar
• Uccelli, P., & Páez, M. M. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38(3), 225–236. https://doi.org/10.1044/0161-1461(2007/024)
   PubMed Web of Science ®Google Scholar
• Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102(1), 43–53. https://doi.org/10.1037/a0016738
   PubMed Web of Science ®Google Scholar
• Woodcock, R., McGrew, K., & Mather, N. (2001). Woodcock-Johnson III tests of cognitive abilities. Riverside Publishing Company.
   Google Scholar
• Yeager, M., & Yeager, D. (2013). Executive function & child development. New York, NY: W.W. Norton & Company.
   Google Scholar
• Yow, W. Q., & Li, X. (2015). Balanced bilingualism and early age of second language acquisition as the underlying mechanisms of a bilingual executive control advantage: Why variations in bilingual experiences matter. Frontiers in Psychology, 6, 164. https://doi.org/10.3389/fpsyg.2015.00164
   PubMed Web of Science ®Google Scholar