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Assessing Dyslexia at Six Year of Age
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Interference control in children with reading difficulties.

Shinmin Wang1, Susan E Gathercole

  • 1a Department of Psychology , University of York , York , UK.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|May 24, 2014
PubMed
Summary
This summary is machine-generated.

Children with reading difficulties show Stroop interference, but it stems from reading issues, not a general deficit in cognitive control. This impacts tasks requiring reading but not nonverbal interference control.

Keywords:
Inhibitory controlInterferencePhonological skillsReading difficultiesStroop effect

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Children with reading difficulties often exhibit greater Stroop interference than typical readers.
  • This phenomenon raises questions about whether it reflects a generalized deficit in interference control or is specific to reading-related processes.

Purpose of the Study:

  • To investigate the nature of Stroop interference deficits in children with reading difficulties.
  • To determine if these deficits are specific to reading tasks or indicative of broader cognitive control impairments.

Main Methods:

  • Study 1: Administered a color-word Stroop task and a nonverbal interference task to children with and without reading difficulties, matched for age and nonverbal ability.
  • Study 2: Used a spatial Stroop task with printed input (nonverbal response) and a nonverbal analogue in poor and typical readers.

Main Results:

  • Children with reading difficulties showed significantly greater interference on the color-word Stroop task but not on the nonverbal task in Study 1.
  • In Study 2, both groups exhibited comparable interference on the spatial Stroop and its nonverbal analogue, regardless of reading ability.

Conclusions:

  • The heightened Stroop interference in children with reading difficulties appears to be linked to the reading component of the task.
  • Findings suggest that reading difficulties do not involve a generalized impairment in cognitive interference control mechanisms.