![]() Results showed that initial cognitive flexibility significantly positively predicted word-level decoding and spelling gains (uniquely explaining an average of approximately 5% of the variance in gains for these measures), but the effect on decoding gains was stronger for children with lower incoming alphabet skills (5-7 letters or fewer). public school), we estimated the unique effect of cognitive flexibility on decoding and spelling gains, controlling for potential confounds. ![]() Pooling data from two cohorts of kindergarten children who took part in a brief phonics intervention ( Nā=ā125 from 23 classrooms at one U.S. The present study extends the prior research on EFs by examining the relationship between one type of EF, cognitive flexibility, and decoding and encoding development in English-speaking kindergarteners with limited alphabet knowledge. These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs).
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