Poor Readers but Compelled to Read: Stroop Effects in Developmental Dyslexia

Abstract

We studied a group of 24 children with dyslexia in second to fifth primary school grades by using a discrete-trial computerized version of the Stroop Color-Word Test. Since the classic Stroop effect depends on the interference of reading with color naming, one would expect these children to show no interference or, at least, less interference than normal readers. Children with dyslexia showed, however, a Stroop effect larger than normal readers of the same age. This suggests that reading, although difficult and slow, is an inescapable step that precedes naming both in poor and in normal readers.

Word reading practice reduces Stroop interference in children

“…In line with these observations, Faccioli et al (2008) also found that 7-to 12-year-old Italian children with dyslexia exhibited larger interference than a control group. The same pattern of results was reported by Kapoula et al (2010) for French teenagers with dyslexia.…”

Increased Stroop interference with better second-language reading skill

“…This is followed by a gradual decline of Stroop interference into adulthood, up to the age of 60, after which interference increases again (Comalli, Wapner, & Werner, 1962;Roelofs & Hagoort, 2002). Secondly, comparisons between groups with reading disorders and controls have consistently shown less Stroop interference in the control group, despite their greater reading skills (Everatt, Warner, Miles, & Thomson, 1997;Faccioli, Peru, Rubini, & Tassinari, 2008;Hicks & Jackson, 2005;Kapoula et al, 2010;Protopapas, Archonti, & Skaloumbakas, 2007). Thirdly, negative relationships between Stroop interference and several indices of reading proficiency have also been reported in the general population, in the absence of reading disorders (Protopapas et al, 2007).…”

Stroop Color-Word Interference Test: Normative data for Spanish-speaking pediatric population

“…For example, some cognitive functions in the Stroop Test can be influenced by several variables during development, such as, age, socioeconomic status, level of parental education, and language (e.g. bilingualism; Armengol, 2002;Bialystok, Luk, Peets, & Yang, 2010;Esposito, Baker-Ward, & Mueller, 2013;Faccioli, Peru, Rubini, & Tassinari, 2008;Farah et al, 2006;Oliveira, Mograbi, Gabrig, & CharchatFichman, 2016). These factors may be especially important in the evaluation of children because language and cultural influences may moderate the speed, pattern, and style of cognitive development as well as the likelihood of suffering a developmental disorder (Paulesu et al, 2001).…”