Response inhibition shows a small negative association with reading fluency (r = −.15) in a single study¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2·i1small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 One study found a small negative correlation (r = −.15) between response inhibition and reading fluency. → Ting Zhou 2026
Evidence¶
Ting Zhou 2026¶
Ting Zhou, Thuy Anh Nguyen, Aprezo Pardodi Maba, Damon Thomas, Young-Suk Grace Kim, Elizabeth J. Edwards. (2026). Executive Functions and Reading in Children: A Systematic Review and Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10160-5
q2 · i1 · quant-synthesis · r2
Qualitative synthesis: only one study (Bock et al., 2018) examined response inhibition and reading fluency, reporting r = −.15, described as "a weak inverse relationship"; the single data point makes the finding tentative.
"The effect size was small and negative (r = − .15), suggesting a weak inverse relationship and given the single data point, findings should be considered tentative."
Discussion¶
Related Claims¶
- Meta-analytic findings show small-to-medium relations between EF and academic performance, with cognitive flexibility showing the strongest effects — a broader claim this one bears on
- Early interference suppression, but not response inhibition, correlates with emergent literacy measures in both 4–5- and 5–6-year-old subsamples — related
- Interference suppression, but not response inhibition, relates to academic achievement and schooling skills — related
- Response inhibition shows small to moderate associations with listening comprehension (r = .16 to .42), based on only two studies — related
- In a cross-sectional path model of fourth graders, handwriting fluency statistically mediated the relation between inhibition/updating and all narrative outcomes (text length, syntactic complexity, story content) — related
- Working memory span, updating, and cognitive flexibility positively predict English writing, response inhibition positively predicts reading, and working memory span negatively predicts listening — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inhibition-reading-fluency-small-negative |
title |
Response inhibition shows a small negative association with reading fluency (r = −.15) in a single study |
description |
Response inhibition shows a small negative association with reading fluency (r = −.15) in a single study |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ting-zhou-2026 |
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