Does executive function mediate SES and home quality associations with academic readiness?

► Examined EF as a mediator of developmental context-school readiness association. ► 49 mother–child dyads completed home observation and laboratory visit. ► EF mediated associations between socioeconomic status and math skills. ► Observed relationships were independent of child verbal ability. This...

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Bibliographic Details
Published in:Early childhood research quarterly 2012, Vol.27 (3), p.416-425
Main Author: Dilworth-Bart, Janean E.
Format: Article
Language:English
Subjects:
Child Development
Children
Cognitive Development
Cognitive Processes
Early experience
Emergent Literacy
Executive function
Family Environment
Laboratories
Literacy
Math
Mathematics Skills
Preschool
Readiness
Reading Skills
School Readiness
Socioeconomic Status
Verbal Ability
Word Recognition
Young Children
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Summary:► Examined EF as a mediator of developmental context-school readiness association. ► 49 mother–child dyads completed home observation and laboratory visit. ► EF mediated associations between socioeconomic status and math skills. ► Observed relationships were independent of child verbal ability. This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.
ISSN:0885-2006
1873-7706
DOI:10.1016/j.ecresq.2012.02.002