The present study showed that the learning behavior of young children with lower levels of EFs can be enhanced during computer interventions through explicit EF-support. It also indicates that such support should be emphasized continuously and over longer periods of time, to allow for consolidation with these activities. From a theoretical point of view, this is the first study that examines effects of embedded EF-exercises to children’s preliteracy learning with the computer. As such, it provides new insights into how the generally moderate effects of early literacy software might be enhanced, and adds to the literature that stresses to integrate EF-support in the earlly school curriculum. From an educational point of view, our study indicates that the use of literacy software in kindergarten can be optimalized by supporting children’s EFs through embedded exercises. For software designers, the present
study shows that building in elements into software that help children to stop and plan their actions can make their educational software more effective. For teachers, the present results show that autonomous literacy learning contexts place high executive (over)loads in young children, that can be reduced by playful embedded exercises to activate EFs. Moreover, it suggests that continous exercise of EFs that are integrated in the literacy curriculum might lead to consolidation of positive learning behaviors over time. By addressing EFs, children can benefit more from kindergarten instructions, and will be better prepared for the transition to formal literacy education in first grade.
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