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PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

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Listed:
  • Jens Dietrichson
  • Morten Kjær Thomsen
  • Julie Kaas Seerup
  • Martin Williams Strandby
  • Bjørn Christian Arleth Viinholt
  • Elizabeth Bengtsen

Abstract

This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at‐risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.

Suggested Citation

  • Jens Dietrichson & Morten Kjær Thomsen & Julie Kaas Seerup & Martin Williams Strandby & Bjørn Christian Arleth Viinholt & Elizabeth Bengtsen, 2022. "PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 18(3), September.
    • Handle: RePEc:wly:camsys:v:18:y:2022:i:3:n:e1262
    DOI: 10.1002/cl2.1262
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    References listed on IDEAS

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