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#9256. Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function

November 2026	publication date
Proposal available till	14-05-2025
4 total number of authors per manuscript	6020 $

The title of the journal is available only for the authors who have already paid for

Journal’s subject area:

Developmental and Educational Psychology; Experimental and Cognitive Psychology;

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Contract №9256.1	Contract №9256.2	Contract №9256.3	Contract №9256.4

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Abstract:
A robust association between young childrens early mathematical proficiency and later academic achievement is well established. Less is known about the mechanisms through which early mathematics skills may contribute to later mathematics and especially reading achievement. Using a parallel multiple mediator model, the current study investigated whether executive function (integration of working memory, inhibition, and cognitive flexibility) can explain the relations between early mathematics skills and elementary school mathematics and reading achievement. The findings suggest that executive function may work as a mechanism that may help to explain the frequently found strong association between childrens early mathematics skills and later mathematics and reading achievement.
Keywords:
Elementary school; Executive function (EF); Kindergarten; Literacy; Numeracy; Self-regulation

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