Improving in Executive Function and Visuomotor Integration Predicts Kindergarten Achievement: Evidence From Two U.S. States

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

This study examined whether children who improved in two cognitive skills, executive function (EF) and visuo-motor integration, learned more over the kindergarten year in mathematics and reading. In a single analysis (N=520), we combined similar data gathered with children from Oregon and South Carolina. Before and after kindergarten, children were assessed using the Head-Toes-Knees-Shoulders (HTKS) executive function (EF) task, the Beery-Buktenica Visuo-motor Integration (VMI) design copying subtest, and Woodcock-Johnson III Applied Problems and Letter-Word Identification. Hierarchical linear models found that, controlling for demographics and prior achievement, improvement in both EF and visuo-motor integration were each associated with improvement in mathematics and reading. Implications for early elementary teaching of the traditional achievement areas, i.e., through supporting foundational cognitive skills, are discussed.

Authors

• Claire E Cameron, University at Buffalo - SUNY

• Helyn Kim, University of Virginia

• Robert Duncan, University of California - Irvine

• Derek Becker, Oregon State University

• Megan McClelland, Oregon State University