Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices

Abstract

This study investigates the developmental trajectories of transcription and oral language skills in kindergarten students over the course of an academic year, with a focus on the influence of executive functions (EF) and home literacy practices (HLP). Hierarchical linear modeling (HLM) analyses revealed significant growth in transcription skills, with both EF and independent home literacy practices positively influencing baseline transcription scores. The interaction between independent home literacy practices and formal literacy practices at home further enhanced transcription skill development. In contrast, oral language skills were not influenced by either HLP or EF. These results suggest that EF plays a more prominent role in transcription development than oral language skills in early childhood, especially in transparent orthographic systems. The findings highlight the importance of cognitive and environmental factors in early literacy development, suggesting implications for educational practices, particularly in fostering effective home literacy environments