Skip to main content
SpringerLink
Log in

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

  • Intervention Study
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity—shared reading of a children’s book. The book, Quincey Quokka’s Quest, required children to control their thinking and behavior to help the story’s main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children’s executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bergman Nutley, S., Soderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: a controlled, randomized study. Developmental Science, 14, 591–601.

    Article  Google Scholar 

  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.

    Article  Google Scholar 

  • Bodrova, E., & Leong, D. (2007). Tools of the mind: the Vygotskian approach to early childhood education (2nd ed.). Upper Saddle River: Pearson Merrill/Prentice Hall.

    Google Scholar 

  • Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205–228.

    Article  Google Scholar 

  • Cohen, J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic Press.

    Google Scholar 

  • Diamond, A. (2005). Attention-deficit disorder (attention-deficit/hyperactivity disorder without hyperactivity): a neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity). Development and Psychopathology, 17, 807–825.

    Article  Google Scholar 

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

    Article  Google Scholar 

  • Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387–1388.

    Article  Google Scholar 

  • Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964.

    Article  Google Scholar 

  • Enge, S., Behnke, A., Fleischhauer, M., Küttler, L., Kliegel, M., & Strobel, A. (2014). No evidence for true training and transfer effects after inhibitory control training in young healthy adults. Journal of Experimental Psychology. Learning, Memory, and Cognition, 40, 987–1001.

    Article  Google Scholar 

  • Fairchild, G., van Goozen, S. H., Stollery, S. J., Aitken, M. R., Savage, J., Moore, S. C., & Goodyer, I. M. (2009). Decision making and executive function in male adolescents with early-onset or adolescence-onset conduct disorder and control subjects. Biological Psychiatry, 66, 162–168.

    Article  Google Scholar 

  • Fernández-Molina, M., Trella, M., & Barros, B. (2015). Experiences with tasks supported by a cognitive e-learning system in preschool: modelling and training on working memory and attentional control. International Journal of Human-Computer Studies, 75, 35–51.

    Article  Google Scholar 

  • Hayden, E. C. (2012). Treating schizophrenia: game on. Nature, 483(7387), 24–26.

    Article  Google Scholar 

  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Science, 16, 174–180.

    Article  Google Scholar 

  • Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, 499–679.

    Article  Google Scholar 

  • Howard, S. J., & Chadwick, S. (2015). Quincey quokka’s quest. Southampton, UK: Ceratopia Books.

    Google Scholar 

  • Howard, S. J., & Melhuish, E. (2015). An early years toolbox (EYT) for assessing early executive function, language, self-regulation, and social development: Validity, reliability and preliminary norms. Manuscript submitted for publication.

  • Howard, S. J., & Okely, A. D. (2015). Catching fish and avoiding sharks: investigating factors that influence developmentally appropriate measurement of preschoolers’ inhibitory control. Journal of Psychoeducational Assessment, 33, 585–596.

    Article  Google Scholar 

  • Hughes, C. (1998). Executive function in preschoolers: links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233–253.

    Article  Google Scholar 

  • Kirk, H. E., Gray, K., Riby, D. M., & Cornish, K. M. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145–160.

    Article  Google Scholar 

  • Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrom, K., & Westerberg, H. (2005). Computerized training of working memory in children with ADHD—a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 177–186.

    Article  Google Scholar 

  • Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24, 781–791.

    Article  Google Scholar 

  • Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: helping children apply conflicting descriptions. Child Development, 74, 1823–1839.

    Article  Google Scholar 

  • Kray, J., Karbach, J., Haenig, S., & Freitag, C. (2012). Can task-switching training enhance executive control functioning in children with attention deficit/- hyperactivity disorder? Frontiers in Human Neuroscience, 5(180), 1–9.

    Google Scholar 

  • Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283-302

  • Lawson, G. M., Hook, C. J., Hackman, D. A., & Farrah, M. J. (2015). Socioeconomic status and neurocognitive development: executive function. In J. A. Griffin, L. S. Freund, & P. McCardle (Eds.), Executive function in preschool children: integrating measurement, neurodevelopment, and translational research. Washington, D.C.: American Psychological Association Press.

    Google Scholar 

  • Liang, J., Matheson, B. E., Kaye, W. H., & Boutelle, K. N. (2014). Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents. International Journal of Obesity, 38, 494–506.

    Article  Google Scholar 

  • Lui, M., & Tannock, R. (2007). Working memory and inattentive behaviour in a community sample of children. Behavioural and Brain Functions, 3, 12.

    Article  Google Scholar 

  • Marton, K. (2008). Visuo-spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43(2), 181–200.

    Article  Google Scholar 

  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS, 108, 2693–2698.

    Article  Google Scholar 

  • Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: a tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.

    Article  Google Scholar 

  • Morra, S. (1994). Issues in working memory measurement: Testing for M capacity. International Journal of Behavioral Development, 17(1), 143-159.

  • Morra, S., Gobbo, C., Marini, Z., & Sheese, R. (2008). Cognitive development: Neo-Piagetian perspectives. New York: Erlbaum.

    Google Scholar 

  • Müller, U., Lieberman, D., Frye, D., & Zelazo, P. D. (2008). Executive function, school readiness, and school achievement. In S. K. Thurman & C. A. Fiorello (Eds.), Applied cognitive research in K-3 classrooms (pp. 41–84). New York: Routledge.

    Google Scholar 

  • Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8, 74–87.

    Article  Google Scholar 

  • Plowman, L., & Stephen, C. (2003). A ‘benign addition’? Research on ICT and pre-school children. Journal of Computer Assisted Learning, 19, 149–164.

    Article  Google Scholar 

  • Reinert, K. R. S., Po'e, E. K., & Barkin, S. L. (2013). The relationship between executive function and obesity in children and adolescents: a systematic literature review. Journal of Obesity, 2013, 1–10.

    Article  Google Scholar 

  • Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27, 300–309.

    Article  Google Scholar 

  • Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2011). Improving executive functions in 5- and 6-year-olds: evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21, 411–429.

    Article  Google Scholar 

  • Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. PNAS, 102, 14931–14936.

    Article  Google Scholar 

  • St Clair-Thompson, H. L. (2007). The influence of strategies on relationships between working memory and cognitive skills. Memory, 15, 353–365.

    Article  Google Scholar 

  • Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12, 106–113.

    Article  Google Scholar 

  • Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological Research, 78, 852–868.

    Article  Google Scholar 

  • Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6(525), 1–14.

    Google Scholar 

  • Wass, S. V., Scerif, G., & Johnson, M. H. (2012). Training attentional control and working memory: is younger, better? Developmental Review, 32, 360–387.

    Article  Google Scholar 

  • Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in head start. Journal of Educational Psychology, 86, 542–555.

    Article  Google Scholar 

  • Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552–559.

    Article  Google Scholar 

Download references

Acknowledgments

This research was funded by Internal Funding from the University of Wollongong. We are grateful to the participating preschools and the children who participated in the project.

Author information

Authors and Affiliations

  1. School of Education, University of Wollongong, Wollongong, NSW, 2522, Australia

    S. J Howard

  2. Early Start Research Institute, University of Wollongong, Wollongong, NSW, 2522, Australia

    S. J Howard, S Johnstone & E Melhuish

  3. School of Psychology, University of Wollongong, Wollongong, NSW, 2522, Australia

    T Powell, E Vasseleu, S Johnstone & E Melhuish

Authors
  1. S. J Howard
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. T Powell
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. E Vasseleu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. S Johnstone
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. E Melhuish
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to S. J Howard.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Howard, S.J., Powell, T., Vasseleu, E. et al. Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading. Educ Psychol Rev 29, 153–174 (2017). https://doi.org/10.1007/s10648-016-9364-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-016-9364-4

Keywords

Search

Navigation