title: Poor readers but compelled to read: Stroop effects in developmental dyslexia.
abstract: 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.
authors.affiliation: Department of Neurological and Visual Sciences, University of Verona, Italy.
authors.forename: Chiara
authors.initials: C
authors.lastname: Faccioli
authors.forename: Andrea
authors.initials: A
authors.lastname: Peru
authors.forename: Elena
authors.initials: E
authors.lastname: Rubini
authors.forename: Giancarlo
authors.initials: G
authors.lastname: Tassinari
mesh_terms: D017677:Age Distribution; D000704:Analysis of Variance; D002648:Child; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests / Q000706:statistics & numerical data*; D010775:Photic Stimulation / Q000379:methods*; D011932:Reading; D013997:Time Factors; D014705:Verbal Behavior