The DOI matches its Crossref record; 62 of the 66 references it cites were found in a registry or an index.
Executive functions for reading and writing in typical literacy development and dyslexia
Abstract
Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after inhibition, contributed uniquely to literacy outcomes at every grade. Improvement of executive functions over the first four grades predicted literacy outcomes at fourth grade. Experiment 2: For children with dyslexia, executive functions explained less variance in literacy outcomes, and boys were worse in inhibition and inhibition/switching. Developmental, educational, and clinical significance of findings are discussed.
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“In fact, EF have been shown to explain at least as much variance in academic achievement as intelligence (e.g., Swanson, 2004; Altemeier et al., 2008; Andersson, 2008; Alloway and Alloway, 2010; Lu et al., 2011)”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Altemeier et al., 2008
Citations
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Cited by
Sorted by citations
Training writing skills: a cognitive developmental perspective
Kellogg, R. T. (2008) · Journal of Writing Research · doi:10.17239/jowr-2008.01.01.1 · Cited by 868
Abbott, R. D., Berninger, V. W., & Fayol, M. (2010) · Journal of Educational Psychology · doi:10.1037/a0019318 · Cited by 460
Self-citationChristopher, M. E., Miyake, A., Keenan, J. M., Pennington, B. F., DeFries, J. C., Wadsworth, S. J., Willcutt, E. G., & Olson, R. K. (2012) · Journal of Experimental Psychology General · doi:10.1037/a0027375 · Cited by 390
Executive control training from middle childhood to adolescence
Karbach, J., & Unger, K. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00390 · Cited by 269
The role of the executive functions in school achievement at the end of Grade 1
Monette, S., Bigras, M., & Guay, M. (2011) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2011.01.008 · Cited by 330
Metadata
- Authors
- Altemeier, L. E., Abbott, R. D., & Berninger, V. W.
- Affiliations
- University of Washington (US)
- Corresponding author
- Altemeier, Leah E.
- Venue
- Journal of Clinical and Experimental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2008-06-04
- Volume
- 30
- Issue
- 5
- Pages
- 588-606
- ISSN
- 0165-0475 (ISSN-L)
- 1380-3395
- 1744-411X
- OpenAlex
- W2057217095
- Cited by
- 350
- References
- 66
- Citations by year
- 2026: 14 · 2025: 15 · 2024: 21 · 2023: 22 · 2022: 22 · 2021: 21 · 2020: 41 · 2019: 37 · 2018: 21 · 2017: 19 · 2016: 28 · 2015: 18 · 2014: 17 · 2013: 13 · 2012: 14
- FWCI
- 15.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Clinical and Experimental Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Education › Writing and Handwriting Education
- Keywords
- executive function, dyslexia, literacy development, inhibition, cognitive flexibility, reading, writing, children, sex differences, developmental trajectories
- MeSH terms
- Age Factors, Attention, Child, Color Perception, Conflict, Psychological, Discrimination Learning, Dyslexia, Educational Status, Female, Humans, Inhibition, Psychological, Longitudinal Studies, Male, Neuropsychological Tests, Problem Solving, Psychometrics, Reading, Reference Values, Semantics, Sex Factors, Writing, Reproducibility of Results, Cohort Studies
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