Executive Function, Metacognition, and Language: Promoting Student Success With Explicit Strategy Instruction

Abstract

Purpose The purpose of this clinical focus article was to discuss the important relationship between executive function and language skills and to provide speech-language pathologists (SLPs) with strategies for promoting student success. Background and Method The impact of executive function processes on language and literacy begins in the preschool years and becomes increasingly important from third grade onward. These executive function processes play a more dominant role when tasks require students to integrate and synthesize multiple linguistic and other subskills in order to read and comprehend, write, complete projects, and study for quizzes and tests. In this clinical focus article, we provide a brief overview of research-based executive function strategies that are beneficial for all learners and are essential for students with language weaknesses as well as learning and attention difficulties. We focus on the key executive function processes that are the foundation of academic performance, namely, goal setting, organizing and prioritizing, thinking and problem-solving flexibly, accessing information in working memory, and self-monitoring. We discuss a theoretical framework for understanding and promoting metacognition and executive function as part of assessment and treatment plans for SLPs. Finally, we address the importance of executive function strategies for improving students' effort, academic performance, and resilience. Conclusion SLPs can promote student success by offering structured and systematic approaches to teaching executive function strategies.

Ανάπτυξη Εκτελεστικών Λειτουργιών Και Αυτο-Ρύθμιση Της Μάθησης Στη Φυσική Αγωγή

“…Πολλές δεξιότητες και διαδικασίες περιλαμβάνονται στους ορισμούς των εκτελεστικών λειτουργιών, αλλά υπάρχει κάποια συνέπεια σχετικά με τα βασικά χαρακτηριστικά (Barkley, 2001;Blakemore & Choudhury, 2006;Denckla, 1996;Eslinger, 1996;Spinella, 2005). Garner (2009) (Barkley, 2001;Blakemore & Choudhury, 2006;Eslinger, 1996;Meltzer, 2007;Pennington & Ozonoff, 1996;Spinella, 2005). Η ικανότητα προγραμματισμού επιτρέπει στα άτομα να θέτουν και να διατηρούν στόχους στην καθημερινή ζωή.…”

“…Ακολουθώντας προηγούμενες αντίστοιχες προτάσεις (Meltzer, 2014;Meltzer et al, 2007;Otero et al, 2014;Tomporowski et al, 2015), αυτή η έρευνα επικεντρώθηκε…”

Teacher knowledge of and beliefs about executive functioning, strategies they use to support students with EF deficits, and how these variables relate to their teaching experience

“…Overall interventions or strategies to address EF deficits within the classroom should include direct instruction of metacognitive strategies. That strategy instruction must be linked to the curriculum and taught in a structured, systematic way (Meltzer, Pollica, and Barzillai, 2007). Teachers should use instructional methods that incorporate scaffolding and modeling techniques and allow students ample time for practice (Meltzer, Pollica, and Barzillai, 2007).…”

“…That strategy instruction must be linked to the curriculum and taught in a structured, systematic way (Meltzer, Pollica, and Barzillai, 2007). Teachers should use instructional methods that incorporate scaffolding and modeling techniques and allow students ample time for practice (Meltzer, Pollica, and Barzillai, 2007). More specifically, teachers should support students in developing skills in two domains, developing and deploying strategies and goal setting and self-monitoring.…”

“…In addition to developing EF skills in these two domains through explicit instruction, teachers can further support the development of EF skills using computer software designed to improve cognitive functions, particularly working memory. Before exploring these methods and strategies in greater depth, it is important to note that research has shown that the student's motivation and selfunderstanding should be considered to best ensure effective use and generalization of strategies (Meltzer, Pollica, and Barzillai, 2007). Additionally, it should be noted that older children and adolescents traditionally benefit more from strategy instruction than do younger children (Young & Amarasinghe, 2010).…”