The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten

Autor/inn/en	van de Sande, Eva; Segers, Eliane; Verhoeven, Ludo
Titel	The Role of Executive Functions for Dyadic Literacy Learning in Kindergarten
Quelle	In: Early Education and Development, 29 (2018) 2, S.192-206 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1393739
Schlagwörter	Kindergarten; Executive Function; Literacy Education; Emergent Literacy; Intervention; Pretests Posttests; Randomized Controlled Trials; Comparative Analysis; Foreign Countries; Phonological Awareness; Alphabets; Educational Games; Rhyme; Phonemes; Program Effectiveness; Educational Technology; Technology Uses in Education; Intelligence Tests; Statistical Analysis; Correlation; Observation; Netherlands; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Frühleseunterricht; Ausland; Buchstabenschrift; Educational game; Lernspiel; Reim; Fonem; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Intelligence test; Intelligenztest; Statistische Analyse; Korrelation; Beobachtung; Niederlande
Abstract	The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other's learning and behavior through structured questioning procedures. This group was contrasted with a control group whose dyads observed each other while working with the same literacy exercises and with a business-as-usual control group. Research Findings: Results showed that the experimental group showed greater progress in letter knowledge. Further analyses indicated that these results were mainly driven by children with higher levels of executive functions. Practice or Policy: These results suggest that young children are able to regulate each other's learning behavior during preacademic exercises in dyadic contexts but may need more external control from a teacher when their executive function levels are low. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01