Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations

Pazeto, Talita de Cassia Batista; Seabra, Alessandra Gotuzo; Dias, Natália Martins

doi:10.1590/1982-43272458201409

Cited by 25 publications

(40 citation statements)

References 20 publications

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“…The results of our study revealed significant associations between all EF components and language skills development in preschool children. These results are consistent with most research in this area (Fuhs & Day, 2011;Pazeto et al, 2014;Fuhs, Nesbitt, & Farran, 2014, Bohlmann, Maier, & Palacios, 2015Slot & Suchodoletz, 2018), and shows the need to further investigate the mechanisms behind this connection. Furthermore, we found that children with a low level of EF also have a low level of language development.…”

Section: Resultssupporting

confidence: 90%

“…Other studies found a statistically significant connection between listening comprehension and EF at the preschool age (Blair & Razza, 2007;Matthews, Ponitz, & Morrison, 2009;Fuhs, Nesbitt, & Farran, 2014), unlike a large number of studies showing the relationship between EF and reading and writing skills (Cutting et al, 2009;Diamond, 2006;Duncan et al, 2007). However, the mechanism of this association has not been studied sufficiently (Pazeto et al, 2014). It is also noteworthy that many studies (e.g., Blair & Razza, 2007;Fuhs & Day, 2011) consider only two EF components-inhibition and switching-whereas the connection between working memory and language skills has been studied to a lesser extent.…”

Section: Connection Between Ef and Language Skillsmentioning

confidence: 89%

“…According to numerous studies, EF development is a predictor of the successful acquisition of reading and writing skills (Aaron et al, 2008;Cutting et al, 2009;Cantin et al, 2016;Yeniad et al, 2013). However, the data on the relationship between verbal speech and EF in children of preschool age are insufficient and contradictory (Pazeto, 2014). There are ongoing efforts to do theoretical and empirical research in this area, as evidence is building up in favor of the view that the level of EF predicts language development (Blair et al, 2012, Henry, Messer, & Nash, 2012Verhagen & Leseman, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Language Proficiency in Preschool Children with Different Levels of Executive Function

Veraksa¹,

Bukhalenkova²,

Kovyazina³

2018

Psych. Rus.

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Background. According to numerous studies, people's development of executive function is a predictor of their successful acquisition of literacy skills. However, the data on the relationship between the development of verbal language and executive function in preschool aged children are insufficient and contradictory. Objective. The goal of our research was to study the connection between the three main EF components (working memory, inhibition, and cognitive flexibility) and various spoken language skills in children of senior preschool age. It is the first stage of a longitudinal study aimed at understanding the relationship between executive function and language development starting from ages 5-6, and proceeding through elementary school. Design. Our study sample included 279 children aged 5-6 years (M = 5.6 years) attending a senior group in Moscow kindergartens (139 boys and 140 girls). The study used NEPSY-II diagnostic complex subtests and the Dimensional Change Card Sort (DCCS) test to measure the level of executive functions (working memory, cognitive flexibility, and inhibition). Language development (vocabulary, phonemic awareness, and word generation) was measured by neuropsychological methods (Akhutina, Pylaeva, 2015). Results. The results of the study showed significant associations between all EF components and language skills development in preschool children. Oral language skills were more closely related to the level of development of verbal working memory and cognitive flexibility than they were to inhibition or visual working memory. Children with low levels of EF development were significantly less able to cope with tasks such as understanding prepositional structures, understanding similar sounding words, and showing verbal fluency, than children with a high EF level. Furthermore, children with normal and high levels of EF development displayed no significant differences in language development. Thus, the study showed that children with a low level of EF have difficulties with language development. Conclusion. Our results provide important details about understanding the relationship between executive functioning and language development in children of senior preschool age.

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Section: Resultssupporting

confidence: 90%

Section: Connection Between Ef and Language Skillsmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Language Proficiency in Preschool Children with Different Levels of Executive Function

Veraksa¹,

Bukhalenkova²,

Kovyazina³

2018

Psych. Rus.

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“…The evolution of research indicated that stimulating specific skills before students enter elementary school is beneficial for their learning of reading and writing 1 . In preschool and kindergarten (children aged four and five years old), the children expand their vocabulary 2 , develop phonological awareness skills 3 , and begin reading and writing their first words 4 .…”

Section: Introductionmentioning

confidence: 99%

Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

et al. 2019

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Purpose: the study aims to obtain preliminary normative data for early reading and writing skills of 5-year-old children in a sample from the Northeast of Brazil. It also aims to investigate the effects of the type of school (public vs. private) and the time of assessment (beginning vs. end of the school year), and whether there were significant differences in performance, as compared to those of children from the Southeast of Brazil. Methods: 389 5-year-old children from 17 private and 12 public schools were assessed in the beginning and at the end of the school year, by using the Reading and Writing Test. Each student was individually assessed in the two times of the year. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: the progress in the performance of private school children was stronger than that of their peers from public schools, accentuating the existing learning gap. The comparison with normative data from the Southeast revealed that the public schools in the Northeast outperformed those in all topics of comparison. Private schools in the Southeast had a better performance at the beginning of the year, but were outperformed by those of the Northeast at the end of the year. Conclusion: the differences in performance identified in the samples suggest the need for specific norms by geographical regions of Brazil, and by type of school (public or private). The data presented in this study are preliminary and can be enlarged in future studies.

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“…Nos artigos que utilizam instrumentos na avaliação de crianças e adolescentes, observou-se um interesse específico pela relação entre FE e o processo de aprendizagem, assim como pelas dificuldades encontradas neste (Boschloo et al, 2014;Lima et al, 2013;Freire et al, 2015;Pazeto, et al, 2014). Pode-se afirmar que o interesse por essa relação decorre do fato de que se demonstra que as habilidades executivas são preditoras de um bom desempenho na aprendizagem e que o prejuízo em algumas dessas habilidades pode levar a dificuldades de aprendizagem (Corso, Sperb, Jou, & Salles, 2013).…”

Section: Executive Function Performance Test (Efpt)unclassified

Instrumentos de Avaliação das Funções Executivas: Revisão Sistemática dos Últimos Cinco Anos

Santana¹,

Melo²,

Minervino³

2019

Aval.Psicol.

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RESUMOA avaliação das Funções Executivas (FE) torna-se problemática pela inexistência de um consenso metodológico quanto ao protocolo de avaliação. Destarte, foi realizada uma revisão sistemática objetivando verificar quais instrumentos foram utilizados nacional e internacionalmente nos últimos cinco anos para a avaliação das FE. Analisaram-se 35 artigos publicados em inglês e português nas bases SciELO, INDEXPSI, LILACS, PePSIC e nos periódicos CAPES. Observou-se, em sua maioria, estudos de tipo comparativo, correlacional e de validação/adaptação de instrumentos, respectivamente. Os instrumentos mais utilizados foram: Teste Wisconsin de Classificação de Cartas, Teste das Trilhas, Escalas Wechsler e os Testes de Stroop. Verificou-se a falta de instrumentos que avaliem os domínios das FE simultaneamente e a demanda pela construção de novos instrumentos, especialmente voltados para crianças e adolescentes. Palavras-chave: função executiva; instrumentos; neuropsicologia. ABSTRACT -Instruments for the Evaluation of Executive Functions: Systematic Review of the Previous Five Years The evaluation of executive functions (EF) is problematic due to the lack of methodological consensus regarding the evaluation protocol. Therefore, a systematic review was carried aiming to verify which instruments have been used nationally and internationally for the evaluation of EF in the previous five years. A total of 35 articles, published in English or Portuguese, in the SciELO, INDEXPSI, LILACS, PePSIC and CAPES periodicals databases were analyzed. Comparative studies were mainly found, followed by correlational and instrument validation/adaptation studies. The most used instruments were the Wisconsin Card Sorting Task, Trail Making Test, Wechsler Scales and Stroop Tests. A lack of instruments that evaluate the EF domains simultaneously was verified, as well as a need for the construction of new instruments, particularly directed toward children and adolescents. Keywords: executive functions; neuropsychological instruments; neuropsychology. RESUMEN -Instrumentos de Evaluación de Funciones Ejecutivas: Revisión Sistemática de los últimos Cinco años La evaluación de las Funciones Ejecutivas (FE) se vuelve problemática por la inexistencia de un consenso metodológico encuanto al protocolo de evaluación. Por lo tanto, se realizó una revisión sistemática com el objetivo de verificar qué instrumentos se utilizaron nacional e internacionalmente en los últimos cinco años para la evaluación de las FE. Se analizaron 35 artículos publicados en inglés y português en las bases SciELO, INDEXPSI, LILACS, PePSIC y en los periódicos CAPES. Se observó, en la mayoría, estudios de tipo comparativo, correlacional y de validación/adaptación de instrumentos, respectivamente. Los instrumentos más utilizados fueron: Prueba Wisconsin de clasificación de cartas, Test del Trazo, Escalas Wechsler y las Pruebas de Stroop. Se verifico la falta de instrumentos que evalúen los ámbitos de las FE simultáneamente y la demanda por la construcción de instrumentos, especial...

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Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations

Cited by 25 publications

References 20 publications

Language Proficiency in Preschool Children with Different Levels of Executive Function

Language Proficiency in Preschool Children with Different Levels of Executive Function

Initial reading and writing skills in childhood education: achievement sample in the Northeast of Brazil for obtaining specific regional performance standards

Instrumentos de Avaliação das Funções Executivas: Revisão Sistemática dos Últimos Cinco Anos

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