The relationship between inhibition and working memory in predicting children’s reading difficulties

Josephine N. Booth, James M.E. Boyle, Steve W. Kelly

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

The study evaluated the role of working memory and inhibition in predicting
children’s word reading difficulties. Twenty-one participants with word reading
difficulties were individually matched to two other participants to form the chronological-age-matched and the reading-level-matched group. All participants were administered measures of performance IQ, inhibition and working memory. Multinomial logistic regression revealed that tasks of working memory and a composite measure of inhibition discriminated between the groups above the impact of performance IQ when the working memory task was verbally based, but only inhibition discriminated when a nonverbal working memory task was used. This suggests domain-specific deficits on tasks of working memory, independent of the influence of inhibition on reading difficulties. The implications for theory and assessment practice are discussed.
Original languageEnglish
Number of pages18
JournalJournal of Research in Reading
Volume37
Issue number1
Early online date19 Jul 2013
DOIs
Publication statusPublished - 2013

Keywords

  • reading difficulties
  • working memory
  • inhibition

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