The impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children

The aim was to investigate the impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children. The study sample consisted of 60 children. All participants were preschoolers. There are four classes a week, each lasting 30 minutes, for a total of 36 classes. The same picture book was read aloud three times, and the reading time was scheduled on three different school days: Monday, Tuesday, and Thursday. Differences existed between the mean scores of the experimental and control groups in the pretest and post-test. Children in experimental group outperformed those in the control group in all dimensions of executive function tasks (inhibitory control, working memory, dimensional change card sorting task) and all dimensions of dynamic indicators of basic early literacy skills (the letter naming fluency, phonemic segmentation fluency, nonsense word fluency, word reading fluency, and oral reading fluency. In order to analyze the impact of integrated executive function language teaching on children’s executive function and oral comprehension ability, after adopting a quasi-experimental teaching design, it was found that integrated executive function teaching is helpful to improve children’s basic early literacy skills and executive function performance.