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Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study.

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Adding executive function (EF) strategies to early literacy instruction did not significantly improve outcomes for young dual language learners (DLLs). Early literacy instruction alone showed benefits, especially for children with weaker EF skills.

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Area of Science:

  • Early childhood education
  • Developmental psychology
  • Linguistics

Background:

  • Early literacy skills are crucial for reading development in young dual language learners (DLLs).
  • Executive function (EF) skills are increasingly recognized for their association with elementary school reading success.
  • There is a need to explore effective interventions for DLLs, particularly those integrating literacy and EF development.

Purpose of the Study:

  • To investigate the impact of embedding executive function (EF) strategies into early literacy instruction for preschool dual language learners (DLLs).
  • To compare the effectiveness of early literacy instruction alone versus early literacy instruction with added EF strategies.

Main Methods:

  • A pilot study involving 69 preschool DLLs randomly assigned to three groups: control, early literacy only (EL), and early literacy with EF strategies (EL + EF).
  • Intervention focused on letter-name knowledge, phonological awareness, and oral language.
  • Pre- and post-intervention assessments measured early literacy and EF skills.

Main Results:

  • Both the EL and EL + EF groups demonstrated significant improvements in early literacy outcomes compared to the control group.
  • Evidence-based early literacy instruction was most effective for children with initially lower EF skills.
  • No significant differences in outcomes were found between the EL + EF group and the EL group.

Conclusions:

  • This pilot study suggests that embedding EF strategies into early literacy instruction does not provide additional benefits for young DLLs.
  • Early literacy instruction alone appears effective, particularly for children with lower EF skills.
  • Further research with larger sample sizes is recommended to validate these findings.