Abstract Executive functioning (EF) in early childhood predicts both concurrent and future academic achievement. Nevertheless, few studies have investigated the potential pathways through which this might occur. The present study compared two models through which EF might plausibly predict academic outcomes 1 year later. Structural equation modelling analyses were conducted on a longitudinal dataset from 176 children at the end of Kindergarten (age M = 5 years, 8 months; SD = 4.02 months) and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). Kindergarten EF predicted Year 1 mathematics and handwriting automaticity only via Kindergarten mathematics and handwriting automaticity, respectively. In contrast, Kindergarten EF predicted Year 1 reading and writing quality directly, as well as indirectly via Kindergarten reading and handwriting automaticity, respectively. These results suggest that EF predicts later achievement via early achievement, and also predicts longitudinal growth potential independently of early academic achievement.

中文翻译：

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执行功能作为儿童数学、阅读和写作的预测指标

摘要 幼儿期的执行功能 (EF) 可预测当前和未来的学业成就。然而，很少有研究调查了这可能发生的潜在途径。本研究比较了两种模型，通过这些模型，EF 可以合理地预测 1 年后的学业成绩。对来自幼儿园结束时（年龄 M = 5 岁 8 个月；SD = 4.02 个月）和 1 年后（年龄 M = 6 岁零 5 个月；SD = 3.65）的 176 名儿童的纵向数据集进行结构方程建模分析个月）。幼儿园 EF 仅分别通过幼儿园数学和手写自动性预测了 1 年级数学和手写自动性。相比之下，Kindergarten EF 直接预测了Year 1 的阅读和写作质量，以及间接通过幼儿园阅读和手写自动性，分别。这些结果表明 EF 通过早期成就预测了以后的成就，并且还预测了独立于早期学业成就的纵向增长潜力。