TY - JOUR
T1 - Interference control in children with reading difficulties
AU - Wang, Shinmin
AU - Gathercole, Susan E.
N1 - Funding Information:
The authors thank the children and staff of all of the participating schools in England for their cooperation. This research is partially supported by the “Aim for the Top University Project” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C. and the “International Research-Intensive Center of Excellence Program” of NTNU and Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. NSC 103-2911-I-003-301.
Publisher Copyright:
© 2014 © 2014 Taylor & Francis.
PY - 2015/7/4
Y1 - 2015/7/4
N2 - Two studies investigated whether the greater Stroop interference reported in children with reading difficulties compared to typical readers of the same age represents a generalized deficit in interference control or a consequence of their reading problems. In Study 1, a color-word Stroop task and a nonverbal task involving responses to locations associated with pictures were administered to 23 children with single word reading difficulties and 22 typically developing children matched for age and nonverbal ability. Children with reading difficulties showed disproportionate interference effects in the color-word Stroop but not the nonverbal task. In Study 2, groups of poor and typical readers completed a spatial Stroop task with printed input that did not require a verbal response and a nonverbal analogue. Both groups showed comparable interference in these two tasks. Thus, the reported problems in the color-word Stroop task in children with reading difficulties do not appear to entail general impairments in interference control.
AB - Two studies investigated whether the greater Stroop interference reported in children with reading difficulties compared to typical readers of the same age represents a generalized deficit in interference control or a consequence of their reading problems. In Study 1, a color-word Stroop task and a nonverbal task involving responses to locations associated with pictures were administered to 23 children with single word reading difficulties and 22 typically developing children matched for age and nonverbal ability. Children with reading difficulties showed disproportionate interference effects in the color-word Stroop but not the nonverbal task. In Study 2, groups of poor and typical readers completed a spatial Stroop task with printed input that did not require a verbal response and a nonverbal analogue. Both groups showed comparable interference in these two tasks. Thus, the reported problems in the color-word Stroop task in children with reading difficulties do not appear to entail general impairments in interference control.
KW - Inhibitory control
KW - Interference
KW - Phonological skills.
KW - Reading difficulties
KW - Stroop effect
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U2 - 10.1080/09297049.2014.918594
DO - 10.1080/09297049.2014.918594
M3 - Article
C2 - 24852235
AN - SCOPUS:84930081156
SN - 0929-7049
VL - 21
SP - 418
EP - 431
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 4
ER -