Response Inhibition and Its Relationship to Phonological Processing in Children with and without Dyslexia

Autor/inn/en	Schmid, Johanna M.; Labuhn, Andju S.; Hasselhorn, Marcus
Titel	Response Inhibition and Its Relationship to Phonological Processing in Children with and without Dyslexia
Quelle	In: International Journal of Disability, Development and Education, 58 (2011) 1, S.19-32 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Dyslexia; Inhibition; Phonology; Children; Reaction Time; Differences; Comparative Analysis; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hemmung; Fonologie; Child; Kind; Kinder; Reaktionsvermögen; Unterscheiden; Ausland; Deutschland
Abstract	This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a phonological short-term deficit in children with dyslexia but revealed no group differences with regard to performance on the stop signal task. There was no relationship between performance on the stop signal task and phonological short-term capacity for the group of children with dyslexia. In contrast, in the group of children without dyslexia, there was a tendency that better phonological short-term capacity was associated with faster primary reaction times on the stop signal task. Furthermore, better phonological short-term capacity was related to slower inhibitory processes among children without dyslexia. When controlling group--specifically for the effects of phonological short-term capacity on the performance on the stop signal task--we found slightly faster primary reaction times and significantly slower inhibitory processes in the group of children with dyslexia. Overall, these findings suggest the activation of phonological strategies during performance on the stop signal task in children without dyslexia but not in children with dyslexia. We discuss the possibility that in children without dyslexia, phonological processing strategies might have a beneficial effect on speed of response execution but might slow down response inhibition. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10