Links between executive functions and early literacy and numeracy

Author(s):
Davidse, N.J.
Published
2014
Publication type
Doctoral Thesis

Abstract

1887/26495 The current study extended research on working memory, attention shifting, and inhibitory control problems -indicated as executive functions (EF) - that may play a role in acquiring early literacy and numeracy skills. Four research questions were targeted: 1. Do EF skills interfere with benefiting from informal experiences that are known to stimulate early literacy development? 2. Do EF skills, beyond other basic learning skills such as visual-spatial development, explain why early literacy and early numeracy co-vary substantially? 3. Are EF skills causally related to early developing academic skills in the age range from preschool through first grade? 4. Can delays in EF skills play an important role in the development of severe delays in math development? Outcomes revealed that EF skills in preschool-age were not related to academic outcomes in Grade 1, and they only moderately predicted emerging academic skills in preschool. Changes in EF skills however do relate to changes in academic skills, which implies that EF is causally related to academic development. Compared to effects of EF, early academic and visual-spatial skills were much stronger predictors of early academic development. EF skills thus seem less vital for explaining delays in early academic skills than is commonly assumed.

Early numeracyEarly literacyExecutive functionsAcademic development
Defense date
2014-06-25
Language
English
Supervisor(s)
Bus, A.G.; Swaab-Barneveld, J.T.
Advisor(s)
De, Jong, M.T.; Huijbregts, S.C.J.
Committee member(s)
Espin, Ch.A.; Mesman, J.; Shaul, S.
Qualification
Ph.D.
Degree granting institution
Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden
hdl
1887/26495