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Article published In:
Written Language & Literacy
Vol. 21:2 (2018) ► pp.238–268

Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities

| University of Haifa |
| University of Haifa |

The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar (domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF components (attentional control, inhibition, shifting, and working memory) significantly contributed to most domains of preschool academic development. These included orthographic knowledge and emergent mathematical abilities even after controlling for the role of background cognitive skills.

The findings showed that EF tasks have domain-general predictive power for pre-academic abilities that are less automatic and require more effortful processing of information such as word writing at preschool age. Moreover, our results provide clear empirical evidence for the psychometric validity of the multi-component task as a tool that can assess individual differences in EFs for the early identification of children at risk for academic difficulties. This finding can contribute to practitioners searching for an ecologically valid, age-appropriate, and age-sensitive measure of EF abilities as a diagnostic tool.

Keywords: executive function, early literacy and mathematical abilities, orthographic knowledge, multi-component task, diagnostic tool
Article outline
  • 1.Introduction
    • 1.1Executive functions
    • 1.2The question of the unity and diversity of executive functions among adults and children
    • 1.3Challenges of measuring EFs in preschoolers
    • 1.4Pre-literacy in reading, writing, and language
    • 1.5Emergent mathematical abilities
    • 1.6The link between EF components and pre-academic skills
  • 2.The current study
  • 3.Method
    • 3.1Participants and procedure
    • 3.2Tests
      • 3.2.1Background cognitive skills
      • 3.2.2Executive functions
      • 3.2.3Pre-academic abilities: Emergent literacy
      • 3.2.4Pre-academic abilities: Emergent mathematical abilities
    • 3.3Analyses
  • 4.Results
    • 4.1Initial data analysis
    • 4.2Correlation between pre-academic abilities and EF components and background cognitive skills
    • 4.3Correlation between EF components and factor analysis
    • 4.4Hierarchical multiple regression analyses
  • 5.Discussion
    • 5.1The multicomponent EF task versus the single EF tasks and their connection to pre-academic abilities
    • 5.2The connections between EFs and the diverse pre-academic abilities
  • 6.Conclusions
  • Acknowledgements
  • References
Published online: 24 April 2019
DOI logo
https://doi.org/10.1075/wll.00016.sch
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