Executive Functionin

g
and Literacy
Bethann McCain
literacylover@gmail.com
814-577-6992

The Cookie Problem

(from Richard

Guare, Ph.D.)

Problem to be solved: Who wore which

color?
Rachel, Linda, and Eve were friends sitting in a circle on the
grass. Rachel passed 3 chocolate chip cookies to the person in
blue. Who wore which color?

Eve passed 3 macaroons to the person who passed her

cookies to the person wearing green.

Each person passed 3 cookies to the friend on her left.

Rachel, Linda, and Eve were dressed in red, blue, and green,
but not necessarily in that order.

The person who wore green did not get a macaroon.

The person wearing red passed along 3 oatmeal cookies.

The Cookie Problem

(from Richard

Guare, Ph.D.)

Questions to consider:
What do I need to know?
What do I know now?
How can I organize the information, so
it makes sense?

What is my plan?
Checking for accuracy

Angular
Gyrus
(Connecto
r)

Brocas
Area
(Speech
and
Languag
e)

Wernickes
Area
(Language
Comprehensio
n)

Occipita
l Lobe
(visual)

Frontal Lobe Deficits are

connected to:
Poor executive
functions

Excessive joviality, as
well as oral and
manual exploration

Impulsivity
Stereotypical behavior
Perseveration
Ritualistic Behavior

ADD/ADHD
OCD
Tourettes Syndrome
Schizophrenia
Autism Spectrum
Disorder

Alzheimers
Dementia

Where/How do executive
functions develop?
Myelination is the
process by which a fatty
layer, called myelin,
accumulates around
nerve cells (neurons).
This myelination occurs
in adolescence and
supports improvement of
executive functions,
impulse control, selfregulation

Lets Explore Executive

Functioning

e
th
e es
n
i
i
t
g
i
l
a ibi
Im ss
Po

Executive Functions give

us the ability to:
Initiate Tasks
Have motivation
to persevere

Organize
Plan
Make Decisions

Effectively use time

Use working
memory

Attend to the task

at hand

Filter out
extraneous
information

Executive Functions give us

the ability to:
Socially:
Self-monitor
Theory of Mind
Self-control
Task Shift
Modify emotional
response
Predict
consequences

Smart, but Scattered: Expl

ained
Executive functions allows for:

Forethought
Planning
Goal-directed Actions
Self-Discipline/Self-Regulation
Persistence/Grit

T-P-S: How does this impact literacy

instruction?

Which of these are most

connected to language
development?
Initiate Tasks

Self-monitor

Have motivation to

Self-control

persevere

Task Shift

Organize

Modify emotional

Plan

Predict consequences

Make Decisions

Attend to the task at

Effectively use time

Use working memory

response

hand

Filter out extraneous

information

Two Brain Changes During

Adolescence
Pruning of the
Neuropathways

Increased
connectivity
between brain
regions
The Growth of the Brain

How are we going to meet the needs of most kids in

the classroom?

Effective
Teaching
Practices

High Impact
Strategies

Universal Design
for Learning

Strategies for Language and

Executive Function:
Limit Stress!!!
Find appropriate sources of
motivation (intrinsic and extrinsic) to
communicate

Teach the process of organization

through play, modeling and
communication opportunities

Repetition and structure are

necessary for solidify neuropathway

Strategies for Language and

Executive Function:
Teach and practice dialogue
Use managed choice for decisionmaking

For memory: music, rhymes, words within

words, peg words

V.A.K.T. (Visual, auditory, kinesthetic,

tactile)

Sensory seekers and avoiders

Physiological needs

Have a PLAN
Picture
List
Assemble (hint)
Notice

Learner Variability

Quotation Mingle:
Universal Design for Learning
Increased Engagement Time
Read and Wrap
Discuss Salient Points with
your team

Find a person with a different

number and share

Learner Variability

8.5

How to Use the Resources

3-2-1

http://www.udlce

3 Things you

nter.org/aboutud
l/
udlguidelines

2 Things you

Learned
want to know
more about

1 Thing you
are going to
try tomorrow

How did it happen? How do

we know?

If children are given the chance to believe that they

are worth something- if they truly believe that- they
will insist upon it.
--Maya Angelou

Thank you for your time!

Bethann McCain
literacylover@gmail.com