Authors: Chiara Faccioli, Andrea Peru, Elena Rubini & Giancarlo Tassinari.
Publication: Child Neuropsychology (Taylor and Francis). 14:3, 277-283 2008 | DOI: 10.1080/09297040701290040
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.
Chiara Faccioli, Andrea Peru, Elena Rubini & Giancarlo Tassinari (2008) Poor Readers but Compelled to Read: Stroop Effects in Developmental Dyslexia, Child Neuropsychology, 14:3, 277-283, DOI: 10.1080/09297040701290040