The Effects of Executive Functioning Intervention on Students’ Reading Achievement in Second Grade


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Masters of Education

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The purpose of this study was to determine the effect of executive functioning intervention on the reading achievement of second graders. This study used a quasi-experimental design which consisted of a pretest and posttest to compare comprehension, accuracy, fluency and number of self-corrections before and after the intervention period. The Fountas and Pinnell Benchmark Assessment System was used to collect data on reading achievement. The interventions used in the study were designed to strengthen students’ working memory, attention, and self-regulation. Following the intervention period, students showed significant improvement in the areas of comprehension and number of self-corrections, but not in accuracy or fluency. Future research should continue to explore the possible effects of each type of intervention on reading achievement.