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J. Intell.
Volume 13
Issue 12
10.3390/jintelligence13120163
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

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

by
Jennifer Balade
1,2,*,
Cristina Rodríguez
2,3 and
Juan E. Jiménez
1
1
Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, Campus Guajara, Universidad de La Laguna, 38200 San Cristóbal de La Laguna, Spain
2
Millennium Nucleus for the Science of Learning (MiNSoL), Linares 3582979, Chile
3
Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile
*
Author to whom correspondence should be addressed.
J. Intell. 2025, 13(12), 163; https://doi.org/10.3390/jintelligence13120163
Submission received: 7 October 2025 / Revised: 4 December 2025 / Accepted: 8 December 2025 / Published: 13 December 2025
(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)
Review Reports Versions Notes

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
Keywords: writing development; kindergarten; executive functions; home literacy practices writing development; kindergarten; executive functions; home literacy practices

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MDPI and ACS Style

Balade, J.; Rodríguez, C.; Jiménez, J.E. Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices. J. Intell. 2025, 13, 163. https://doi.org/10.3390/jintelligence13120163

AMA Style

Balade J, Rodríguez C, Jiménez JE. Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices. Journal of Intelligence. 2025; 13(12):163. https://doi.org/10.3390/jintelligence13120163

Chicago/Turabian Style

Balade, Jennifer, Cristina Rodríguez, and Juan E. Jiménez. 2025. "Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices" Journal of Intelligence 13, no. 12: 163. https://doi.org/10.3390/jintelligence13120163

APA Style

Balade, J., Rodríguez, C., & Jiménez, J. E. (2025). Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices. Journal of Intelligence, 13(12), 163. https://doi.org/10.3390/jintelligence13120163

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