In sum, the primary objectives of this study were to evaluate the psychometric properties of each of the EF tasks that were administered at the age 5 assessment, to test the factor structure of the overall task battery, and to test the criterion validity of the task battery with respect to children’s performance on norm-referenced tests of academic achievement. We hypothesized that the task battery would be tolerable for all children, that tasks would elicit reliable individual differences in children’s EF abilities, that children’s performance on all tasks would be best represented by a single latent factor, and that the magnitude of the association between EF and academic achievement would be larger than any of the correlations reported to date (i.e., greater than .60), due to our focus on latent correlations. (author abstract)