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PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review.方案：针对儿童和青少年执行功能的校本语言、数学和阅读干预措施：一项系统综述。
Campbell Syst Rev. 2022 Jul 12;18(3):e1262. doi: 10.1002/cl2.1262. eCollection 2022 Sep.
2
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BMC Psychol. 2019 Sep 5;7(1):59. doi: 10.1186/s40359-019-0325-9.
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.说西班牙语的语言少数群体学龄前儿童的抑制控制：测量及其与语言、读写能力和数学技能的关联
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BMC Psychol. 2018 Jun 19;6(1):29. doi: 10.1186/s40359-018-0239-y.
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J Speech Lang Hear Res. 2023 Feb 13;66(2):573-588. doi: 10.1044/2022_JSLHR-22-00253. Epub 2023 Jan 11.
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Executive Function, Language Dominance and Literacy Skills in Spanish-speaking Language-minority Children: A Longitudinal Study.说西班牙语的语言少数群体儿童的执行功能、语言优势和读写能力：一项纵向研究。
Early Child Res Q. 2021;57:228-238. doi: 10.1016/j.ecresq.2021.06.005. Epub 2021 Jul 24.
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Folic acid supplementation and malaria susceptibility and severity among people taking antifolate antimalarial drugs in endemic areas.在流行地区，服用抗叶酸抗疟药物的人群中，叶酸补充剂与疟疾易感性和严重程度的关系。
Cochrane Database Syst Rev. 2022 Feb 1;2(2022):CD014217. doi: 10.1002/14651858.CD014217.
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Small class sizes for improving student achievement in primary and secondary schools: a systematic review.小班教学对提高中小学学生成绩的影响：一项系统综述。
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Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills.通往幼儿园入学准备之路：第二步早期学习课程以及社会情感、执行功能、学前学业和任务行为技能的作用。
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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.方案：荟萃分析中用于选择调节变量的机器学习：方法及其应用的系统综述，以及使用辅导干预数据进行的评估。
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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.针对K-6年级有学习困难或有学习困难风险的学生提高阅读和数学能力的校本干预措施：一项系统综述。
Campbell Syst Rev. 2021 Apr 6;17(2):e1152. doi: 10.1002/cl2.1152. eCollection 2021 Jun.
2
The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review.语言理解教学对通用语言和阅读理解技能的影响：一项系统综述。
Campbell Syst Rev. 2019 Nov 7;15(4):e1059. doi: 10.1002/cl2.1059. eCollection 2019 Dec.
3
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.针对7至12年级有学习困难或有学习困难风险的学生提高阅读和数学能力的校本干预措施：一项系统综述。
Campbell Syst Rev. 2020 Apr 1;16(2):e1081. doi: 10.1002/cl2.1081. eCollection 2020 Jun.
4
The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective.学业成就与认知能力的发展：双向视角
Child Dev Perspect. 2020 Mar;14(1):15-20. doi: 10.1111/cdep.12352. Epub 2020 Jan 27.
5
Meta-analyzing individual participant data from studies with complex survey designs: A tutorial on using the two-stage approach for data from educational large-scale assessments.元分析来自具有复杂调查设计的研究的个体参与者数据：使用两阶段方法分析教育大规模评估数据的教程。
Res Synth Methods. 2023 Jan;14(1):5-35. doi: 10.1002/jrsm.1584. Epub 2022 Jul 21.
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Meta-analysis with Robust Variance Estimation: Expanding the Range of Working Models.稳健方差估计的元分析：拓展工作模型的范围。
Prev Sci. 2022 Apr;23(3):425-438. doi: 10.1007/s11121-021-01246-3. Epub 2021 May 7.
7
Sensitivity analysis for publication bias in meta-analyses.Meta分析中发表偏倚的敏感性分析。
J R Stat Soc Ser C Appl Stat. 2020 Nov;69(5):1091-1119. doi: 10.1111/rssc.12440. Epub 2020 Aug 28.
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Evaluating meta-analytic methods to detect selective reporting in the presence of dependent effect sizes.评估元分析方法以在效应量相关的情况下检测选择性报告。
Psychol Methods. 2020 Jul 16. doi: 10.1037/met0000300.
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Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations.小学低年级阶段的自我调节与学业指标：探究纵向及双向关联
Early Educ Dev. 2018;29(7):914-938. doi: 10.1080/10409289.2018.1496722. Epub 2018 Jul 31.
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方案：针对儿童和青少年执行功能的校本语言、数学和阅读干预措施：一项系统综述。

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

作者信息

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

机构信息

VIVE-The Danish Center for Social Science Research Copenhagen Denmark.

Department of Sociology University of Oxford Oxford UK.

出版信息

Campbell Syst Rev. 2022 Jul 12;18(3):e1262. doi: 10.1002/cl2.1262. eCollection 2022 Sep.

DOI:10.1002/cl2.1262
PMID:36909886
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9275554/
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.

摘要

这是一项坎贝尔系统评价的方案。我们本次系统评价的主要目标是检验旨在提高语言、读写能力和/或数学技能的学前及校内干预措施是否能增强儿童和青少年的执行功能。作为次要目标，我们将考察语言、读写能力和数学干预措施对执行功能的影响如何因干预主题、儿童年龄或年级、所测量的执行功能类型以及参与者的风险状况而受到调节。我们还将探讨这些影响如何因其他研究特征而受到调节，并估计纳入的干预措施对语言、读写能力和数学技能的影响。