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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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  • 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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    10. Jens Dietrichson & Trine Filges & Julie K. Seerup & Rasmus H. Klokker & Bjørn C. A. Viinholt & Martin Bøg & Misja Eiberg, 2021. "Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.
    11. M. Caridad Araujo & Pedro Carneiro & Yyannú Cruz-Aguayo & Norbert Schady, 2016. "Teacher Quality and Learning Outcomes in Kindergarten," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 131(3), pages 1415-1453.
    12. Jens Dietrichson & Trine Filges & Rasmus H. Klokker & Bjørn C. A. Viinholt & Martin Bøg & Ulla H. Jensen, 2020. "Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(2), June.
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    1. Jens Dietrichson & Rasmus Klokker & Trine Filges & Elizabeth Bengtsen & Therese D. Pigott, 2024. "Protocol: Machine learning for selecting moderators in meta‐analysis: A systematic review of methods and their applications, and an evaluation using data on tutoring interventions," Campbell Systematic Reviews, John Wiley & Sons, vol. 20(4), December.

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