{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,10]],"date-time":"2026-10-10T22:51:27Z","timestamp":1791672687244,"version":"4.3.4"},"reference-count":41,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2015,8,26]],"date-time":"2015-08-26T00:00:00Z","timestamp":1440547200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100004440","name":"Wellcome Trust","doi-asserted-by":"publisher","award":["082036\/B\/07\/Z"],"award-info":[{"award-number":["082036\/B\/07\/Z"]}],"id":[{"id":"10.13039\/100004440","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2016,2]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      The developmental relationships between executive functions (\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      ) and early language skills are unclear. This study explores the longitudinal relationships between children's early\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention\/behaviour skills.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>\n                      Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (\n                      <jats:styled-content style=\"fixed-case\">FR<\/jats:styled-content>\n                      ;\n                      <jats:italic>N<\/jats:italic>\n                      \u00a0=\u00a090) or because of concerns regarding their language development (\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      ;\n                      <jats:italic>N<\/jats:italic>\n                      \u00a0=\u00a079) or as typically developing controls (\n                      <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content>\n                      ;\n                      <jats:italic>N<\/jats:italic>\n                      \u00a0=\u00a074). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6\u00a0years. At 6 (T4) and 7\u00a0years (T5) parents and teachers rated the children's attention\/behaviour skills.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      There was a strong concurrent relationship between language and\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      skills: the influence of language on later\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      skills (and vice versa) was weak and not significant in the current sample. Children's\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      , but not language, skills at T3 predicted attention\/behaviour ratings at T4\/T5.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      There is a strong concurrent association between language and\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      skills during the preschool and early school years, when children with language impairment show persistent\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      deficits. Latent variables measuring language and\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs.\n                      <jats:styled-content style=\"fixed-case\">EF<\/jats:styled-content>\n                      , but not language, skills predict later ratings of children's attention and behaviour.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12458","type":"journal-article","created":{"date-parts":[[2015,8,26]],"date-time":"2015-08-26T07:37:50Z","timestamp":1440574670000},"page":"180-187","source":"Crossref","is-referenced-by-count":189,"title":["The development of executive function and language skills in the early school years"],"prefix":"10.1111","volume":"57","author":[{"given":"Debbie","family":"Gooch","sequence":"first","affiliation":[{"name":"Department of Psychology Royal Holloway Surrey UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul","family":"Thompson","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hannah M.","family":"Nash","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Leeds Leeds UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,8,26]]},"reference":[{"key":"e_1_2_7_2_1","first-page":"131","volume-title":"Joint attention: Its origins and role in development","author":"Baldwin D.A.","year":"1995"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.121.1.65"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1996.tb01493.x"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0954579408000394"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1098\/rstb.2012.0403"},{"key":"e_1_2_7_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2007.01019.x"},{"key":"e_1_2_7_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2007.01849.x"},{"key":"e_1_2_7_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9280.2006.01763.x"},{"key":"e_1_2_7_10_1","unstructured":"Breckenridge K.(2008 August).Attention and executive function in Williams syndrome and Down's syndrome. 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