The Role of inhibitory functioning in children's reading skills

Josephine N. Booth; James Boyle

doi:10.1080/02667360903315164

The Role of inhibitory functioning in children's reading skills

Josephine N. Booth, James Boyle

Psychology

Research output: Contribution to journal › Article

8 Citations (Scopus)

Abstract

Executive functions, including inhibition, have been implicated in children's reading ability. This study investigates whether children's performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty-three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non-verbal measures may have highest utility for educational psychologists.

Language	English
Pages	339-350
Number of pages	11
Journal	Educational Psychology in Practice
Volume	25
Issue number	4
DOIs	10.1080/02667360903315164
Publication status	Published - Dec 2009

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Reading

Aptitude

Executive Function

Regression Analysis

Inhibition (Psychology)

Psychology

Keywords

inhibitory functioning
reading skills
executive functions

Cite this

Booth, J. N., & Boyle, J. (2009). The Role of inhibitory functioning in children's reading skills. Educational Psychology in Practice, 25(4), 339-350. https://doi.org/10.1080/02667360903315164

Booth, Josephine N. ; Boyle, James. / The Role of inhibitory functioning in children's reading skills. In: Educational Psychology in Practice. 2009 ; Vol. 25, No. 4. pp. 339-350.

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Booth, JN & Boyle, J 2009, 'The Role of inhibitory functioning in children's reading skills' Educational Psychology in Practice, vol. 25, no. 4, pp. 339-350. https://doi.org/10.1080/02667360903315164

The Role of inhibitory functioning in children's reading skills. / Booth, Josephine N.; Boyle, James.

In: Educational Psychology in Practice, Vol. 25, No. 4, 12.2009, p. 339-350.

Research output: Contribution to journal › Article

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