The role of cognitive flexibility in emergent literacy

Abstract

This study examined the role of cognitive flexibility (CF) in emergent literacy among Hebrew-speaking kindergartners. 1050 children were measured in emergent literacy and CF. Path analysis highlighted CF's significant role across all literacy sub-skills. Latent Profile Analysis identified four CF profiles, and post-hoc tests examined how these profiles relate to emergent literacy. Similarly, profiles based on literacy performance were analyzed for their association with CF. (1) Kindergartners with weak CF exhibited low emergent literacy. Those with stronger CF demonstrated better emergent literacy; (2) Medium level of CF, indicating potential strengths or difficulties in emergent literacy; (3) Weak PA linked to moderate-low CF, regardless of other literacy skills. These findings emphasize the importance of assessing CF in kindergarten against potential literacy difficulties before formal first-grade learning.