Enhancing preschoolers' cognitive flexibility and pre-literacy skills through dialogic reading: evidence from an Italian teacher-led intervention

This study evaluates the effectiveness of an existing Executive Function (EF) intervention, implemented by teachers in Italian preschools. While early EF development has received significant attention, few studies have explored the impact of brief, teacher-led EF interventions in educational settings. The study included an intervention group (n = 62, Mage = 62.61 months) and a control group (n = 47, Mage = 56.72 months), with the intervention involving small group sessions focused on dialogic reading and cognitively challenging games. Pre- and post-test assessments measured EF directly and indirectly, along with learning prerequisites. Results indicated improvements in the intervention group, particularly in cognitive flexibility, oral proficiency, and pre-literacy skills. The findings are discussed in the context of existing research, programme effectiveness, and the potential for broader implementation.