Do Teacher Reports of Executive Functions Uniquely Predict Reading Achievement?

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

This study examines the contributions of direct assessments and teacher reports of executive functions to reading achievement. Prior research raises questions of whether teacher reports meaningfully capture executive functions. Using a nationally representative dataset (N = 5,792) of students followed from Kindergarten to Grade 5, I examined the contributions of both executive functions measurement types to reading achievement in a series of autoregressive models. Both executive functions measurement types made unique contributions to future reading achievement across grades. When controlling for teacher perceptions of students’ literacy skills, teacher reports of executive functions remained predictive for Grade 1 reading but were not uniquely predictive for other years examined. These findings indicate developmental changes in the utility of teacher executive function reports.

Author

• Andrew Weaver, New York University