Which childhood predictive indices forecast reading and writing skills in school-age children: a systematic review.

Learning to read and write are essential academic skills that children develop during their early years of primary school. These skills are supported by various predictive indices that emerge in early childhood. This review has three main goals: to identify which factors are closely examined as predictors for reading and writing, specifically decoding and encoding skills, in different populations and languages (Objective 1); to assess the longitudinal relationship between these predictors and reading and writing skills (Objective 2), considering difficulties or disorders in these areas (Objective 3), during school-age.

Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.

This study was conducted on a population of primary school children including bilingual language minority (BLM) children with L2-Italian and a variety of languages as L1 (e.g., Chinese, Albanian, Latin), and Italian-speaking monolingual children.

Influence of Lexical Development on Reading and Spelling Skills: Effects of Enhancement on Second-Grade Children in Primary School.

Previous studies suggest that lexical competence is an important factor that influences reading skills and spelling accuracy in primary school children. Understanding the relationship between these skills will provide valuable insights to improve reading and writing enhancement and intervention strategies. The aim of this pre-post longitudinal study is to examine the effectiveness of an enhancement program, in which there are activities proposed through a narrative and metacognitive methodology, designed to develop the cognitive processes of lexical acquisition and its effects on reading and writing ability.

Semantic fluency in 3-6 years old preschoolers: which executive functions?

Semantic Fluency (SF) increases with age, along with the lexicon and the strategies to access it. Among the cognitive processes involved in controlling lexical access, Executive Functions (EF) play an essential role. Nevertheless, which EF, namely inhibition, working memory, and cognitive flexibility, are specifically tapped by SF during preschool years, when these basic EF components are developing and differentiating, is still unknown.

The role of preschoolers' home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model.

The importance of the quality of home literacy environment and practices (HLE&P) in the earliest years on children's reading and writing development is recognized in the literature. However, whether and to what extent this relationship between preschoolers' HLE&P on their later reading and writing skills in primary school is mediated by emergent literacy competence remains to be clarified. It may be that preschool constitutes a significant opportunity for children to develop notational awareness and phonological awareness which are emergent literacy skills that are fundamental for later reading and writing skills.