Early interference suppression, but not response inhibition, correlates with emergent literacy measures in both 4–5- and 5–6-year-old subsamples¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Zero-order correlations showed the Fish task significantly associated with most emergent literacy outcomes in both age groups, while no association between the Circle Drawing task and the emergent literacy measures was found. → Gandolfi 2021

Evidence¶

Gandolfi 2021¶

Gandolfi, E., Traverso, L., Zanobini, M., Usai, M. C., & Viterbori, P. (2021). The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children. Reading and Writing. https://doi.org/10.1007/s11145-021-10131-y

q2 · i? · associational · r2

Zero-order Pearson correlations between Time 1 measures and Time 2 emergent literacy measures for both subsamples (Tables 2 and 3). At 4–5 years the Fish task correlated with the phonological awareness score (r = .554, p = .005), minimal pairs, rhyme detection and orthographic knowledge (r = .486, p = .014); at 5–6 years with phonological awareness (r = .530, p = .029) and orthographic knowledge (r = .549, p = .023).

"the early interference suppression task was significantly associated with most of the emergent literacy outcomes, while the response inhibition task was not."

Discussion¶

Related Claims¶

• Early expressive vocabulary predicts emergent literacy outcomes only until inhibitory control measures are added, after which it is no longer significant — related
• In toddlerhood, interference suppression correlates with expressive vocabulary after controlling for age, whereas response inhibition does not — related
• Interference suppression assessed at 28–36 months is the only significant predictor of early orthographic knowledge at 4–6 years in the full regression model — related
• Inhibition shows moderate to large associations with reading comprehension in most studies, but the association depends on the inhibition task used — related
• Response inhibition shows a small negative association with reading fluency (r = −.15) in a single study — related
• Associations between inhibition and word reading are task-dependent, ranging from negligible to large (r = .59) — related
• Interference suppression, but not response inhibition, relates to academic achievement and schooling skills — related