The Importance of the Executive Function of the Brain in Early Literacy Development

• Published in: Per linguam : a journal of language learning Vol. 38; no. 1; pp. 44 - 62
• Main Authors: Lessing, Ansie C, de Witt, Marike W
• Format: Journal Article
• Language: English
• Published: University of Stellenbosch 01.01.2022
• Subjects: anticipation; Early literacy; Executive function of the brain; form consistency; Grouping; Preschool child; Relations; Schema matching; sequence and pattern completion; sound consistency; Thinking
• ISSN: 0259-2312; 2224-0012
• DOI: 10.5785/38-1-985

The emphasis in literature on the role of neuropsychology in successful reading acquisition triggered the researchers’ interest in the nature of the executive function of the brain (EF), as well as the possible role thereof in the mastering of early literacy skills as the foundation of reading excellence. Research indicates that the development of early literacy skills involves the interaction of perceptual skills, established concepts and the EF. Preschool teachers seem to be uninformed about the importance of the EF at a preschool level. These findings led to the researchers’ interest in the importance of the EF in early literacy activities. Eight relevant activities were selected and analysed to determine the importance of the EF to complete them. The research question was: Which aspects of the EF are important to complete the selected activities? An explorative investigation was done in a qualitative research approach, to test the researchers’ analysis of the EF in these selected activities. The Delphi technique was used to present the findings to experts in the field of early child development (ECD) for their views. Although the participants mostly agreed with the researchers’ analysis, suggestions were made to expand the role of the EF in some of the activities. The researchers concluded that the EF plays an important role in the understanding and completion of preschool activities for mastering early literacy skills. The researchers suggest a change in teachers’ approach to enhance preschool children’s early literacy giving special attention to the awareness of and development of the EF.