The impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children.

IF 1.1 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2025-07-17 DOI:10.1080/21622965.2025.2530545

Rabab Abdallah Elawady Abdou

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引用次数: 0

Abstract

Objectives: The aim was to investigate the impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children.

Methods: The study sample consisted of 60 children. All participants were preschoolers. There are four classes a week, each lasting 30 minutes, for a total of 36 classes. The same picture book was read aloud three times, and the reading time was scheduled on three different school days: Monday, Tuesday, and Thursday.

Results: Differences existed between the mean scores of the experimental and control groups in the pretest and post-test. Children in experimental group outperformed those in the control group in all dimensions of executive function tasks (inhibitory control, working memory, dimensional change card sorting task) and all dimensions of dynamic indicators of basic early literacy skills (the letter naming fluency, phonemic segmentation fluency, nonsense word fluency, word reading fluency, and oral reading fluency.

Conclusions: In order to analyze the impact of integrated executive function language teaching on children's executive function and oral comprehension ability, after adopting a quasi-experimental teaching design, it was found that integrated executive function teaching is helpful to improve children's basic early literacy skills and executive function performance.

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重复朗读教学策略对学龄前儿童执行功能和早期基本读写技能的影响。

目的：探讨重复朗读教学策略对学龄前儿童执行功能和早期基本读写技能的影响。方法：研究对象为60例儿童。所有的参与者都是学龄前儿童。每周有四节课，每节课30分钟，总共36节课。同一本图画书被大声朗读三次，阅读时间被安排在三个不同的上学日：周一、周二和周四。结果：实验组和对照组在前测和后测的平均得分存在差异。实验组儿童在执行功能任务（抑制控制、工作记忆、维度变化卡片整理任务）的各个维度和早期读写基本技能动态指标（字母命名流畅性、音位分割流畅性、无意义单词流畅性、单词阅读流畅性和口语阅读流畅性）的各个维度上均优于对照组。结论：为了分析综合执行功能语言教学对儿童执行功能和口语理解能力的影响，采用准实验教学设计，发现综合执行功能教学有助于提高儿童早期基本读写技能和执行功能表现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.