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Dyslexia, Inhibition and Working Memory

Susan Atkinson and Helen Whiteley

Department of Psychology, University of Central Lancashire, Preston. SJAtkinson@uclan.ac.uk

Abstract

Inhibition has been identified as one of the key functions of the central executive component of Working Memory. It is the ability to suppress competing stimuli in order to concentrate attentional resources on the stimulus most relevant to the current task. Recent research suggests that inhibition fails to develop effectively in dyslexic children. This study aims to investigate the development and role of inhibition in the acquisition of literacy skills. A longitudinal design is used. Children were screened in the Reception year using a dyslexia screening test and measures of general ability and phonological ability. On the basis of results, 108 children were allocated to one of three groups (at risk of reading difficulty, borderline, not at risk). Assessment in Years 1 and 2 used measures of reading, spelling, maths, vocabulary and working memory and central executive function. Results show a relationship between working memory processes, vocabulary and reading ability. There are significant differences between the at risk group and the other two groups in their ability to inhibit irrelevant information, and in other measures of working memory. These differences are independent of age, intelligence, processing capacity or speed. The children with the most immature memory strategies and least ability to inhibit show the greatest number of dyslexia indicators. Findings are discussed in terms of their implications for teaching and intervention.

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