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Cogni-Prelit: Empowering Executive Functions Embedded With Preliteracy Learning in Preschool Children at Risk for Reading Difficulties
Abstract
Some preschool children are at risk for reading difficulties because of inadequate emergent literacy skills. Recent studies have found evidence of the bidirectionality between executive function skills (Efs) and young children's preliteracy skills. This chapter aims to discuss the development and the efficacy of Cogni-Prelit (Cognition and Preliterature) digital application, which stimulates and enhances core Efs integrated with preliteracy activities, in children at risk for reading difficulties. A group of 30 preschool children took part in a pre-test assessment of preliteracy skills and core Efs. Children were then randomly assigned to either an experimental (n =15) or a passive control group (n =15). The experimental group participated in 2 30-min sessions of the Cogni-Prelit training program per week, for 12 weeks. Significant differences between control and experimental groups were observed in the post-test assessment, with the latter performing better on both measures.
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