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Concept Formation and the Neurological Executive Function Underlying a Training Programme to Improve Pre-Reading Skills

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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
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Prereading+Experience%22">Prereading Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+Integration%22">Sensory Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Readiness%22">Reading Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1080/03004430.2017.1403435
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  Data: 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.
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