The Role of Executive Function in Math and Reading for English Learner Students

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Memory and Executive Functioning Across Academic Subjects (Table 13)

Abstract

This study examines how executive function (EF) influences the relationship and growth between reading and math achievement of English Learners (ELs) from grades 3-5. Given the growing percentage of ELs in US schools, understanding their strengths and challenges is critical. We used latent growth curve modeling on a sample of 704 students from a California public school district, 65.5% classified as ELs. EF was measured through working memory (WM) and cognitive flexibility/inhibitory control (CF/IC) tasks. Findings show a significant positive relationship between reading and math growth, while higher WM predicted less reading growth. CF/IC did not significantly predict growth, and EL status did not moderate these relationships. This challenges conventional views on EF and academic outcomes.

Authors

• Megan Botello, University of Delaware

• Andrew Rodrigues, University of Delaware

• Sarah Ryan, University of Delaware

• Teomara Rutherford, University of Delaware