Mathematical ability is a crucial component of human cognitive function, which is defined as the ability to acquire, process, and store mathematical information. While many studies have documented a close relationship between elementary school children's inhibitory control and their mathematical ability, existing empirical evidence remains…

The present study explores the relationships among executive functions (EFs) (working memory, inhibition, and cognitive flexibility), number of friends, friendship stability and friendship quality in neurotypical (NT) children and peers with attention deficit/hyperactivity disorder (ADHD) or dyslexia. The participants were 192 children…

Background: In addition to attention and hyperactivity problems, children with attention deficit hyperactivity disorder (ADHD) have poorer organizational skills needed to manage time and materials. This study examines the improvement of organizational skills in children with ADHD by studying organizational skills training (OST). Methods: This was…

Word recognition is a fundamental reading skill that relies on various linguistic and cognitive abilities. While executive functions (EF) have gained attention for their importance in developing literacy skills, their interaction with domain-specific skills in facilitating reading among different learner groups remains understudied. This study…

Executive Functions are essential for good school performance as well as for the proper development of individuals' socio-affective, vocational, academic, and planning skills. Investigations with digital games aimed at stimulating inhibitory control of the executive functions in the school environment, especially with typically developing children…

Adaptive functioning is central to autistic individuals' independence and well-being. However, autism spectrum disorder (ASD) is associated with poor adaptive functioning, even in the absence of cognitive delays or deficits. This study examined how age and executive function associate with adaptive functioning--particularly the gap between…

It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and…

Fluency is a central tenet of productive reading and shares a complex relationship with other reading processes such as reading comprehension, vocabulary, language, and executive functioning. Supporting fluency for upper elementary readers entails unique considerations. In this article, the authors detail how the authors designed an adolescent…

A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children's academic performance and many attempts have been made to promote metacognition in young children. The current…

Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind -- ToM; executive functions -- EF; and central coherence -- CC.…

Social acceptance is an important aspect of interactions in young learners and may influence children's emotional and cognitive development. Inhibitory control, which is a partial function of executive functioning, is essential for effective impulse control and self-regulation. The aim of the study is to investigate the relationship between social…

Using behavioral network analysis, the present study aimed to examine the relation between various cognitive-linguistic skills and Chinese character reading in children from preschool to primary school. A cohort of 172 Chinese children (41.3% female; M[subscript age] = 5.74 ± 0.32 years) were followed from the end of kindergarten (T1) to first…

Executive functions (EF) have long been recognized as critical factors in accounting for individual differences in literacy development. However, their role in second language (L2) learning, particularly in non-alphabetic languages such as Chinese, has not been fully explored. This study endeavored to examine the role of EF in word reading among…

Background: Executive function (EF) is significantly associated with reading comprehension outcomes, yet the interaction between EF and critical language skills (including vocabulary, morphological awareness (MA) and syntactic knowledge), across these levels of reading comprehension (literal, inferential and evaluative comprehension) has rarely…

Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory…