The Relation Between Executive Function and the Beginning Writing Skills of First-Grade Students

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-2 - Writing and Reading Processes and Outcomes

Abstract

Little is known about executive function in relation to early writing development. The purpose of this study is to examine three components of executive function (i.e. inhibition, working memory, and cognitive flexibility) in relation to the writing proficiency of students at the end of first grade. Data from 235 students was used to investigate a model of writing development including executive function, reading, oral language skills, and transcription skills. Preliminary analysis suggests that executive function is predictive of first grade writing proficiency. These preliminary results denote the importance of self-regulation and writing development in the early elementary grades.

Authors

• Allison F Jackson, University of Maine at Farmington

• David Coker, University of Delaware