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Research shows that young children with stronger Executive Function skills present themselves far differently than their peers and their behaviors and actions stand out a bit more. These children are more involved in their preschool classrooms, they interact more freely with their learning environment, and it’s less likely that they get put into “time out”. From there on, these students’ journeys puts them on the fast track to develop greater independence and self-sufficiently because they exhibit skills that allow them to maximize the learning opportunities in activities that are the building blocks of formal education.

On this episode, Assistant Researcher at the Center for Dyslexia, Diverse Learners, and Social Justice at the University of California, Los Angeles (UCLA), Dr. Laura Rhinehart, discusses the nature of Executive Function and early development and ways in which children with ADHD or dyslexia differ in their reading, literacy, and executive functioning skills.

About Laura Rhinehart, Ph.D.
Dr. Laura Rhinehart is an Assistant Researcher at the Center for Dyslexia, Diverse Learners, and Social Justice at the University of California, Los Angeles (UCLA). She received her M.Ed. and Ph.D. from UCLA’s Department of Education. Her current research focuses on dyslexia, early literacy assessment and reading interventions, and children’s executive functioning skills. Dr. Rhinehart’s articles have been published in peer-reviewed publications, including The Reading League Journal and the Journal of Emotional and Behavioral Disorders.

About Host, Sucheta Kamath
Sucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.

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