The role of executive function in writing achievement in first grade

Abstract

Executive function is an umbrella term used to describe the cognitive processes that allow an individual to regulate and control one's thoughts and behaviors in order to plan and achieve a goal. Research on the relation of executive function and academic achievement has primarily focused on reading and math. This study examined the role of executive function in writing achievement in first grade. The theoretical framework for this study is the Not So Simple View of Writing (Berninger & Winn, 2006). First grade students (N = 231) from two school districts were assessed on measures of handwriting fluency, spelling, oral vocabulary, and reading. Results from structural equation modeling analyses found that executive function did not directly contribute to writing achievement; however, executive function indirectly contributed to writing achievement through handwriting fluency and oral vocabulary. The findings of this study were inconsistent with other research (Hooper et al., 2011; Kent, Wanzek, Petscher, Al Otaiba, & Kim, 2014) that found a direct relationship between executive function and writing achievement. Further research is necessary in order to fully understand the relation between executive function and beginning writing.