Preschool executive functioning and literacy achievement in Grades 1 and 3 of primary school: A longitudinal study

被引:33
作者
De Franchis, Valentina [1 ]
Usai, Maria Carmen [2 ]
Viterbori, Paola [2 ]
Traverso, Laura [2 ]
机构
[1] G Gaslini Inst Children, Phys Med & Rehabil, Via Gerolamo Gaslini 5, Genoa, Italy
[2] Univ Genoa, Dept Educ Sci, Genoa, Italy
关键词
Executive function; Literacy; Preschool; School readiness; WORKING-MEMORY DEFICITS; READING-COMPREHENSION; INHIBITORY CONTROL; INTRUSION ERRORS; SHORT-TERM; CHILDREN; MATHEMATICS; ABILITY; SKILLS; LANGUAGE;
D O I
10.1016/j.lindif.2017.01.026
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This longitudinal study examines the extent to which selected components of executive function (EF) measured in preschool children predict several indices of literacy-related achievement during primary school, controlling for general intellectual functioning and maternal education. Six EF measures were assessed in a sample of 5 year -old children (N = 175). The literacy achievement (reading/spelling and reading comprehension) of the same children was then tested in Grades 1 and 3. Using previous results obtained from the same sample of children (Usai, Viterbori, Traverso, & De Franchis, 2014), two EF components (inhibition and working memory-flexibility) were obtained by means of a confirmatory factor analysis. A full structural equation model was used to test the hypothesis that these two EF components predict literacy achievement in Grades 1 and 3. The results indicate that whereas reading comprehension was uniquely predicted by the WM-flexibility factor in Grade 3, EF did not uniquely predict the reading/spelling factor in either grade. (C) 2017 Elsevier Inc. All rights reserved.
引用
收藏
页码:184 / 195
页数:12
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