The Involvement of Inhibition in Word and Sentence Reading

Autor/inn/en	De Rom, Margot; Szmalec, Arnaud; Van Reybroeck, Marie
Titel	The Involvement of Inhibition in Word and Sentence Reading
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 5, S.1283-1318 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10337-8
Schlagwörter	Inhibition; Reading Processes; Word Recognition; Sentences; Executive Function; Individual Differences; Elementary School Students; Primary Education; Oral Reading; Accuracy; Reaction Time; Error Patterns; Reading Ability + Suchen Sie Ihr Suchwort? Hemmung; Leseprozess; Worterkennung; Sentence analysis; Satzanalyse; Individueller Unterschied; Primarbereich; Oral work; Reading; Mündliche Übung; Lesen; Reaktionsvermögen; Fehlertyp; Reading competence; Lesekompetenz
Abstract	Individual differences in reading performance between children appear from the onset of literacy acquisition. One possible explanation for this variability is the influence of inhibition in reading ability, a topic that has received very little research attention. Nevertheless, children often make guessing errors characterized by replacing a word with an orthographic neighbor, possibly linked to failing inhibition. The present study aims to evaluate the role of inhibition during word and sentence reading and compare its effects in spoken and motor tasks. Participants comprised 25 children in Grades 2 and 3 (M[subscript age] = 8; 2). The children performed five inhibition tasks in reading (words, sentences), spoken (words, sentences) and motor modalities. Within the two reading tasks, inhibition demands were assessed using pairs of orthographic neighbors for which the frequency was manipulated. Accuracy, types of errors, latency, and response times were measured. GLMM analyses demonstrated that children were sensitive to the inhibitory demands of both spoken tasks and of the sentence reading task regarding accuracy, latency, and response times. Indeed, children made more mistakes and were slower when inhibitory demands were augmented. They also made more guessing errors in the word reading task. No such inhibitory effect was found in the motor task. Moreover, correlational analyses revealed that children who showed better inhibitory skills were able to read words and texts more accurately. These findings suggest that children need to utilize inhibitory resources when processing words or sentences and that these inhibitory skills are involved in overall reading ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01