Impact of executive functions on learning to read in the early stages of development

Abstract Studies conducted in recent years have confirmed the importance of phonological awareness as one of the most robust predictors of early reading. However, alongside this knowledge, there is no work that has focused on analyzing how to maximize its effects on the literacy process. It is known that certain cognitive skills, particularly executive functions, exert a decisive influence on school learning and, especially, on reading. However, there is no work focused on understanding the combined impact of both skills on early reading. Hence the objective of this study, which aims to analyze the potential that combined instruction in phonological awareness and executive functions can have on early reading learning. A quasi-experimental design was used, comparing groups with pretest and posttest measures. The study included 386 students between the ages of 6 and 8. The results indicate that the joint stimulation of phonological awareness and certain executive functions, such as working memory, inhibitory control, and cognitive flexibility, promotes improved reading learning. Therefore, their integration into classroom practices is suggested, while creating new avenues to strengthen the cognitive and linguistic foundations of early literacy development.