Executive Function in Education, First Edition: From Theory to Practice

Front Cover
Lynn Meltzer
Guilford Press, Mar 17, 2011 - Psychology - 320 pages

This uniquely integrative book brings together research on executive function processes from leaders in education, neuroscience, and psychology. It focuses on how to apply current knowledge to assessment and instruction with diverse learners, including typically developing children and those with learning difficulties and developmental disabilities. The role of executive function processes in learning is examined and methods for identifying executive function difficulties are reviewed. Chapters describe scientifically grounded models for promoting these key cognitive capacities at the level of the individual child, the classroom, and the entire school. Implications for teaching particular content areas?reading, writing, and math?are also discussed.

 

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Contents

Contents
1
Executive Function from a MultipleIntelligences Perspective
19
Executive Capacities from a Developmental Perspective
39
Potentials and Pitfalls in Inferring Executive Processes
55
The Challenges of Effective Assessment and Teaching
106
Interventions to Address Executive Function Processes
161
Executive Control of Reading Comprehension in the Elementary School
194
An Example from the SelfRegulated Strategy Development Model
216
Executive Function Processes and Mathematics Learning
237
Teaching Metacognitive Strategies That Address Executive Function Processes within a Schoolwide Curriculum
261
A CurriculumBased Intervention
287
Index
309
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About the author (2011)

Lynn Meltzer, PhD, is Co-Founder and Co-Director of the Institute for Learning and Development (ILD) and ResearchILD in Lexington, Massachusetts. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. Dr. Meltzer's clinical practice, research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multidimensional model to bridge the gap between theory, research, and practice. A fellow and past president of the International Academy for Research in Learning Disabilities, she is the founder and chair of the national Learning Differences Conference.

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