Developmental patterns of relationships between inhibitory control and reading skill in early-school children

Abstract

Inhibitory control is one of the most important components of executive functions, which allows to suppress or regulate prepotent attentional or behavioral responses. It was proved to be a crucial factor for school achievement, including math abilities and reading acquisition. In the present cross-sectional study Ober's assumptions about the developmental patterns of relationships between inhibitory control and reading skill were examined. The sample consisted of 256 grade 1-3 primary school children. Decoding and comprehension, the two subcomponents of reading skill, were assessed using Prolexia Test, while cognitive inhibitory control was measured with the Color Word Stroop Task. Simple correlation analyses showed that comprehension ability was related to inhibitory control but only among boys from 1st and 2nd grades (but not among 3rd graders), and no relations between reading subcomponents and inhibitory control were found among girls. However, hierarchical regression analyses controlling for other reading subcomponent did not yield a significant effect of interaction. Instead, it was found that inhibitory control was related to reading only in the 1st graders. Also, some gender differences between 1st and 2nd graders in their reading ability were observed. Those findings suggest that although gender plays a significant role in reading skill development of early school children, it does not moderate the developmental links between inhibitory control and reading skill.