Does executive function mediate SES and home quality associations with academic readiness?

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.

► Examined EF as a mediator of developmental context-school readiness association. ► 49 mother–child dyads completed home observation and laboratory visit. ► EF mediated associations between socioeconomic status and math skills. ► Observed relationships were independent of child verbal ability.