PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a...

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Bibliographic Details
Published in:Campbell Systematic Reviews 2022-09, Vol.18 (3), p.e1262-n/a
Main Authors: Dietrichson, Jens, Thomsen, Morten Kjær, Seerup, Julie Kaas, Strandby, Martin Williams, Viinholt, Bjørn Christian Arleth, Bengtsen, Elizabeth
Format: Article
Language:English
Subjects:
Academic achievement
Adolescents
Age Differences
At Risk Students
Child Development
Children
Children & youth
Cognition & reasoning
Cognitive ability
Elementary Secondary Education
Executive Function
Families & family life
Flexibility
Hypotheses
Intervention
Language
Language Skills
Learning
Literacy
Mathematics
Mathematics Skills
Memory
Preschool Education
Preschool Teachers
Protocol
School based intervention
Systematic review
Teaching methods
Teenagers
Thinking Skills
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Summary:This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at‐risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.
ISSN:1891-1803
1891-1803
DOI:10.1002/cl2.1262