Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? When controlling for other variables, executive functioning did not uniquely predict first-grade reading achievement, in contrast to its prediction of mathematics outcomes. → Hassinger-Das 2013
Evidence¶
Hassinger-Das 2013¶
Hassinger-Das, B., Jordan, N. C., Glutting, J., Irwin, C., & Dyson, N. (2013). Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2013.09.008
q3 · i? · associational · r2
MRA predicting first-grade WJ Letter/Word Identification in the 107-child sample was significant overall (R2 = .515, F(9, 97) = 11.44, p = .001), with kindergarten number sense, kindergarten reading, attention problems, nonverbal reasoning, and start age as unique predictors; the executive functioning beta was −.067. No effect size was printed for this null.
"Executive functioning was not a significant predictor of reading when controlling for the other variables."
Discussion¶
Learner Variables¶
- Executive Function — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Neither first-grade whole number magnitude nor arithmetic knowledge uniquely predicted eighth-grade reading achievement — related
- Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
- Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
- Attention problems are more important than executive functioning for predicting first-grade calculation, while executive functioning is more important for applied problems — related
- The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome — related
- Executive functions show significant associations with reading outcomes in elementary school children (meta-analysis of 60 studies, 275 effect sizes) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ef-not-predictor-first-grade-reading |
title |
Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense |
description |
Executive functioning was not a significant unique predictor of first-grade reading in children with low number sense |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hassinger-das-2013 |
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