1. Blair & Razza: Big question
the developmental antecedents of school readiness and risk for early school failure among children from low-income homes
the ways in which children acquire the self-regulatory skills and abilities that enable them to become good students in the classroom
to design effective preventive intervention strategies to promote school readiness
emphasize both cognitive and social-emotional contributions to developing academic ability in kindergarten

2. Measures and design
Executive function (peg tapping-- inhibitory control)
Effortful control (CBQ– parent and teacher)
FB understanding (unexpected contents and changed location)
Intelligence (Fluid intelligence-- Raven’s; Receptive vocabulary-- Peabody)

3. Measures: Academic outcomes
Math (battery adopted from Early Childhood Longitudinal Study)
Phonemic awareness (Elision subtest of the Preschool Test of Phonological and Print Processing)
Letter knowledge (Head Start test)

4. Results
The inhibitory control aspect of the EF measured both in preschool and kindergarten, teacher-reported effortful control, and fluid intelligence made independent contributions to math ability in kindergarten
Inhibitory control of EF in kindergarten and fluid intelligence predict phonemic awareness
Teacher-reported effortful control, inhibitory control of EF in kindergarten, FB understanding, and receptive vocabulary in preschool are related to letter knowledge
Inhibitory control is everywhere!

5. Diamond vs. Zelazo The inhibitory account vs. Cognitive rules account
IC is a unique contributor to the dev of academic ability over and above specific knowledge of problem elements
Math
literacy