The Effect of an Executive Function Warm-Up and Reading Training on Reading Fluency in Children

Executive functions (EF)—including working memory, inhibition, switching, and processing speed—are central to children’s literacy development. Building on evidence that rhythm-based reading interventions strengthen EF and reading fluency, this longitudinal study examined whether a brief EF “warm-up” preceding visual rhythmic reading training (RRT) enhances reading outcomes in early elementary school. Thirty-four first-grade children (mean age = 6.7 years) were followed to third grade, when twenty-five completed an eight-week intervention combining EF games and visual RRT (three sessions per week). Pre- and post-intervention assessments included EF and standardized reading measures. Children showed significant gains in consonant, word, and contextual reading fluency and in naming speed. Greater improvements were associated with enhanced inhibition and switching skills following training. However, EF measured in first grade did not predict later reading gains, suggesting developmental changes in EF–reading relations. Findings highlight the role of EF in supporting fluent reading and suggest that incorporating short EF warm-ups before literacy instruction may enhance children’s readiness for learning and promote more efficient reading development in the early school years.