Inhibitory control and literacy development among 3- to 5-year-old children

L1 Educational Studies in Language and Literature

Volumn 13, Issue 1, 2013, Pages

  Jablłoński, Slławomir ^a  

^a ADAM MICKIEWICZ UNIVERSITY   (Poland)

Author keywords

Executive functions; Inhibitory control; Literacy development; Stages of learning to read and write; Written speech

Indexed keywords

EID: 84902341067     PISSN: 15676617     EISSN: 15731731     Source Type: Journal    
DOI: None     Document Type: Article

References (42)

1. Altemeier, L. E., Abbott, R. D., Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30(5), 588-606.
2. Beswick, J. F., Sloat, E. A. (2006). Early literacy success: a matter of social justice. Education Canada, 46(2), 23-26.
3. Borella, E., Carretti, B., Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43(6), 541-552.
4. Brzezinska, A. (1992). Umiejetnosc czytania i pisania [The reading and writing ability]. In A. Brzezinska, & M. Burtowy, Psychopedagogiczne problemy edukacji przedszkolnej [Psychoeducational problems of kindergarten education] (131-150). Poznan: Wydawnictwo Naukowe UAM.
5. Brzezinska, A. (2004). Zróznicowanie poziomu umiejetnosci czytania u uczniów szkól podstawowych: grupy ryzyka trudnosci szkolnych [Diversification of reading ability among children from elementary school: group at risk of school problems]. Forum Oswiatowe, 2(31), 31-45.
6. Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., Willcutt, E., Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis. Journal of Experimental Psychology: Gen-eral, 141(3), 470-488.
7. Cragg, L. i Chevalier, N. (2012). The processes underlying flexibility in childhood. The Quarterly Journal of Experimental Psychology, 65(2), 209-232.
8. Cole, M. (1993). Vygotsky and writing: reflections from a distant discipline. Paper presented at the An-nual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993).
9. Devonshire, V., Morris, P., Fluck, M. (2013). Spelling and reading development: the effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85-94.
10. Ehri, L. (2005). Development of sight word reading: phases and findings (pp. 135-154). In: M. J. Snowl-ing, C. Hulme (eds), The science of reading: a handbook. Malden: Blackwell Publishing.
11. Frith, U. (1985). Beneath the surface of developmental dyslexia. In: K. E. Patterson, J. C. Marshall, M. Coltheart (eds), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). London: Lawrence Erlbaum Associates, Inc.
12. Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5, 192-214.
13. Gentry, R. (2000). A retrospective on invented spelling and a look forward. The Reading Teacher, 54(3), 318-332.
14. Gough, P. B. (1996). How children learn to read and why they fail? Annals of Dyslexia, 46, 3-20.
15. Hulme, C., Snowling M. J. (2013). Learning to read: what we know and what we need to understand better. Child Development Perspectives, 7(1), 1-5.
16. UNESCO (1998). Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: J. Delors et al.
17. Jablonski, S. (2002). Written speech development: a cultural-historical approach to the process of read-ing and writing ability acquisition. Psychology of Language and Communication, 6(2), 53-64.
18. Jablonski, S. (2003). Rozwój mowy pisanej u dzieci w wieku 3-11 lat [Development of written speech among 3 to 11 year old children]. Czasopismo Psychologiczne, 9(2), 219-230.
19. Jablonski, S. (2009). Poziom umiejetnosci czytania i pisania jako wskaznik zdrowia spolecznego [The level of ability to read and write as a indicator of social health]. Edukacja. Studia. Badania. Innowacje, 2(106), 65-77.
20. Jablonski, S., Kaczmarek, I., Kaliszewska-Czeremska, K., Brzezinska, A. I. (2012). Pomiar kontroli hamowania testem sortowania kart dla dzieci [Assessment of inhibitory control in children from 3 to 11 years]. Edukacja. Studia. Badania. Innowacje, 1(117), 44-60.
21. Jablonski, S., Kaczmarek, I., Kaliszewska-Czeremska, K., Zakrzewska, M. (2013). Sortowanie kart jako metoda badania gietkosci poznawczej u dzieci w wieku 3-8 lat [Card sorting as a method for cognitive flexibility assessment in 3 to 8 year children]. Edukacja. Studia. Badania. Innowacje, 1(121), 54-72.
22. Krasowicz-Kupis, G. (1999). Rozwój metajezykowy a osiagniecia w czytaniu dzieci 6-9-letnich [Metalinguistic development and reading achievements in 6 to 9 year old children]. Warszawa: Wydawnictwo Naukowe PWN.
23. Krasowicz-Kupis, G. (2008). Psychologia dysleksji [Psychology of dyslexia]. Warszawa: Wydawnictwo Naukowe PWN.
24. Kwiecinski, Z. (2002). Nieuniknione?: funkcje alfabetyzacji w doroslosci [Unavoidable?: the role of alphabetization in adulthood]. Torun: Wydawnictwo Uniwersytetu Mikolaja Kopernika; Olsztyn: Uniwersytet Warminsko-Mazurski.
25. Nunes, T., Bryant, P., Barros, R. (2012). The development of word recognition and its significance com-prehension and fluency. Journal of Educational Psychology, 104(4), 959-973.
26. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202.
27. Putko, A. (2008). Dziecieca "teoria umyslu" w fazie jawnej i utajonej a funkcje wykonawcze [Active and latent phase of child's theory of mind and executive functions]. Poznan: Wydawnictwo Naukowe UAM.
28. Read, Ch., Treiman, R. (2012). Chidlren's invented spelling: what we have learned in forty years. In: M. Piatelli-Palmarini, R. C. Berwick (eds.), Rich languages from poor inputs (pp. 195-209). Oxford: Oxford University Press.
29. Roebers, C. M., Cimeli, P., Röthlisberger, M., Neuenschwander, R. (2012). Executive functioning, meta-cognition, and self-perceived competence in elementary school children: an explorative study on their interrelations and their role for school achievement. Metacognition and Learning, 7(3), 151-173.
30. Snowling, M. J. (2000). Dyslexia. Oxford: Blackwell Publishers.
31. St. Clair-Thompson, H. L., Gathercole, S. E. (2006). Executive functions and achievements in school: Shift-ing, updating, inhibition and working memory. The Quarterly Journal of Experimental Psychology, 56(4), 745-759.
32. Surd-Büchele, S., Karsten A. (2010). Vygotsky's conception of writing. Tätigkeitstheorie: E-Journal for Activity Theoretical Research in Germany, 1, 21-50.
33. Szwabe, J. (2013). Frekwencja uzycia slów dom, kot, pies, but na tle uzycia rzeczowników w mowie dzieci przedszkolnych na podstawie Korpusu Mowy Dzieci Polskich [The frequency of using the words house, cat, dog, shoe against the background of nouns use in the language of preschoolers on the basis of the National Corpus of Children's Speech] [unpublished typescript]. Poznan: Instytut Psy-chologii UAM.
34. Tudge, J., Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian per-spectives. In M. H. Bornstein, J. S. Bruner (eds.), Interaction in human development (pp. 17-40). Hillsdale, N. J.: Lawrence Erlbaum Assoc.
35. Vygotsky [in Polish transliteration Wygotski], L. S. (1971a). Analiza wyzszych funkcji psychicznych [Analysis of higher mental functions]. W: L. S. Wygotski, Wybrane prace psychologiczne (s. 65-94). Warszawa: PWN.
36. Vygotsky, L. S. (1971b). Myslenie i mowa [Thought and speech]. W: L. S. Wygotski, Wybrane prace psychologiczne (s. 159-488). Warszawa: PWN.
37. Vygotsky, L. S. (2005). Narzedzie i znak w rozwoju dziecka [Tool and sign in child development]. Warszawa: Wydawnictwo Naukowe PWN.
38. Vygotsky, L. S. (2002). Problem wieku rozwojowego [The problem of age]. W: L. S. Wygotski, Wybrane prace psychologiczne II: dziecinstwo i dorastanie (s. 61-90). Poznan: Zysk i S-ka Wydawnictwo (redakcja naukowa: A. Brzezinska, M. Marchow; przeklad: B. Smykowski).
39. Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. Nature Protocols, 1 (1), 297-301.
40. Zelazo, P. D., Frye, D., Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37-63.
41. Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68 (3), 1-137.
42. Ziv, J. (2013). Social processing information patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114, 306-320.