Concept Formation and the Neurological Executive Function Underlying a Training Programme to Improve Pre-Reading Skills
Saved in:
| Title: | Concept Formation and the Neurological Executive Function Underlying a Training Programme to Improve Pre-Reading Skills |
|---|---|
| Language: | English |
| Authors: | De Witt, M. W., Lessing, A. C. |
| Source: | Early Child Development and Care. 2018 188(12):1633-1647. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Concept Formation, Executive Function, Emergent Literacy, Beginning Reading, Reading Instruction, Prereading Experience, Preschool Children, Foreign Countries, Sensory Integration, Reading Readiness, Phonological Awareness, Phonics |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/03004430.2017.1403435 |
| ISSN: | 0300-4430 |
| Abstract: | Mastering emergent reading requires applicable concepts and processes, which implies proficiency regarding the neurological executive function. Relevant neurological processes include attention, planning, initiation of activity, inhibition, working memory, shifting of attention, and mental flexibility. A training programme, incorporating concept formation and the underlying neurological executive function was developed and practitioners were trained to support preschool children with regard to sensory-motor integration, language and pre-writing skills as elements of pre-reading skills. The research was conducted in a number of rural crèches in South Africa where a questionnaire was used as the survey instrument. The findings revealed that the control group demonstrated fewer readiness skills regarding the required sensory-motor integration, language and pre-writing skills while the experimental group demonstrated newly formed concepts to assist in the acquisition of early literacy and the development of emergent reading. |
| Abstractor: | As Provided |
| Number of References: | 45 |
| Entry Date: | 2018 |
| Accession Number: | EJ1193923 |
| Database: | ERIC |
| Abstract: | Mastering emergent reading requires applicable concepts and processes, which implies proficiency regarding the neurological executive function. Relevant neurological processes include attention, planning, initiation of activity, inhibition, working memory, shifting of attention, and mental flexibility. A training programme, incorporating concept formation and the underlying neurological executive function was developed and practitioners were trained to support preschool children with regard to sensory-motor integration, language and pre-writing skills as elements of pre-reading skills. The research was conducted in a number of rural crèches in South Africa where a questionnaire was used as the survey instrument. The findings revealed that the control group demonstrated fewer readiness skills regarding the required sensory-motor integration, language and pre-writing skills while the experimental group demonstrated newly formed concepts to assist in the acquisition of early literacy and the development of emergent reading. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2017.1403435 |
