Executive Function, Metacognition, and Language: Promoting Student Success With Explicit Strategy Instruction

Abstract

Purpose:The purpose of this clinical focus article was to discuss the important relationship between executive function and language skills and to provide speech-language pathologists (SLPs) with strategies for promoting student success.Background and Method:The impact of executive function processes on language and literacy begins in the preschool years and becomes increasingly important from third grade onward. These executive function processes play a more dominant role when tasks require students to integrate and synthesize multiple linguistic and other subskills in order to read and comprehend, write, complete projects, and study for quizzes and tests. In this clinical focus article, we provide a brief overview of research-based executive function strategies that are beneficial for all learners and are essential for students with language weaknesses as well as learning and attention difficulties. We focus on the key executive function processes that are the foundation of academic performance, namely, goal setting, organizing and prioritizing, thinking and problem-solving flexibly, accessing information in working memory, and self-monitoring. We discuss a theoretical framework for understanding and promoting metacognition and executive function as part of assessment and treatment plans for SLPs. Finally, we address the importance of executive function strategies for improving students' effort, academic performance, and resilience.Conclusion:SLPs can promote student success by offering structured and systematic approaches to teaching executive function strategies.