Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary‐aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider that these teacher reports might be related to teachers' perceptions of their students' literacy skills. The current study used Grades 3 through 5 data from nationally representative data ( N = 6945) of students collected between 2014 and 2016 to examine the contributions of teacher reports of executive functions to change in reading performance over the course of a year with autoregressive structural equation models. Measures of executive functions tapped attentional focusing (in Grades 3 and 4), working memory (in Grade 3), and inhibitory control (in Grade 4). When controlling for a direct assessment of the same facet of executive function as the teacher report, the teacher report of executive function predicted next year's reading. However, controlling for a teacher report of students' literacy skills reduced the effect of teacher reports of executive functions to nearly 0 across models while not reducing the effect of direct assessments of executive functions. This finding held across student race and home language subgroups in multigroup analyses. Based on these findings, teacher reports of executive functions do not capture information about executive functions that predicts of reading development beyond the teachers' perceptions of their students' literacy skills. Further research is needed to determine how teacher reports of EF could be designed to capture EFs as applied to reading.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it