ArticleJournal of learning disabilities
Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness.
Article in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 papers, 1 of them a synthesis that pooled it.
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Who cites it
31 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Early Child Development Assessments and Their Associations with Long-Term Academic and Economic Outcomes: A Systematic Review.International journal of environmental research and public health · 2021Pooled it
- Does preschool children's self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study.Journal of experimental child psychology · 2022Trial
- Maternal Cardiovascular Health During Pregnancy and Offspring Developmental Delay.JAMA network open · 2026Article
- The Impact of Executive Functions on Metaphonological Skills: Correlation and Treatment Implication for ADHD Children.Journal of clinical medicine · 2026Article
- Fine motor skills at preschool age and later academic skills: an indirect-effects analysis involving executive function in high-altitude Tibetan preschoolers.Frontiers in psychology · 2026Article
- Retrospective Study of Severe Atopic Disease in Young Children (0-5 Years) Managed with Dupilumab Highlights Significant Comorbidities.Children (Basel, Switzerland) · 2025Article
- Infant cognitive home environment as a moderator for the association of prenatal lead on child language.Neurotoxicology · 2025Article
- A short executive functioning questionnaire in the context of early childhood screening: psychometric properties.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2025Article
- Trajectories of cognitive flexibility through kindergarten and first grade: Implications for externalizing and internalizing behavior problems in the second grade.Developmental psychology · 2023Article
- Types of Intelligence and Academic Performance: A Systematic Review and Meta-Analysis.Journal of Intelligence · 2022Review
- Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood.Human development · 2022Article
- Structural Equation Modeling of Common Cognitive Abilities in Preschool-Aged Children Using WPPSI-IV and BRIEF-P.Children (Basel, Switzerland) · 2022Article
- Infant attention and maternal education are associated with childhood receptive vocabulary development.Developmental psychology · 2022Article
- Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites?Children (Basel, Switzerland) · 2021Article
- Early Childhood Development Risks and Protective Factors in Vulnerable Preschool Children from Low-Income Communities in South Africa.Journal of community health · 2021Article
- The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study.Developmental psychology · 2021Article
- Promoting Executive Function Skills in Preschoolers Using a Play-Based Program.Frontiers in psychology · 2021Article
- Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills.Frontiers in psychology · 2021Article
- Leveraging item accuracy and reaction time to improve measurement of child executive function ability.Psychological assessment · 2020Article
- Joint attention partially mediates the longitudinal relation between attuned caregiving and executive functions for low-income children.Developmental psychology · 2020Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen's ds = 0.9-2.7; odds ratios = 9.8-23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen's ds = 0.2-2.4; odds ratios = 3.9-5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.