ABSTRACT
This chapter provides a general overview of self-regulation executive function involvement in academic skill production and discusses assessment methods to help with identifying executive function difficulties that can contribute to problems with academic skill production. Students who would be placed in the top portion of the diagram are those who demonstrate adequate executive function development in many areas, yet who are hampered by specific, narrowly focused learning difficulties such as developmental phonological dyslexia. The chapter offers additional insights into how integrating the concept of executive functions into assessment can alter the way clinicians view ideas about what various kinds of academic assessments are really measuring. The skill of fast, accurate word reading involves the use of orthographic oral motor processing speed guided by executive function cues of Pace, Retrieve, Sustain, Monitor, Correct, and Balance. As was the case with reading and writing, even the basic skills involved in producing computations require the integrated use of several self-regulation executive function cues.
