Comparison of Levels of Response Inhibition in Elementary School Students with Developmental Dyslexia in the Areas of Perception, Linguistic, and Normal Reading

The aim of this study was to compare the level of response inhibition in elementary students with developmental dyslexia in the areas of perception, linguistics, and normal reading. It was basic research that used the causal-comparative design for data collection. This study included three statistical populations of third and fourth grade male elementary school students with perceptual, linguistic, and normal reading dyslexia in Mashhad during the 2019-2020 academic year, with 15 subjects selected from each statistical population. The samples for the first and second populations were selected purposively and the samples for the third population were selected by cluster sampling. The samples were matched for intelligence. The research instruments were Raven’s Progressive Matrices (RPM), Persian Reading Ability Assessment Test (APRA), Stroop Color and Word Test (SCWT) and Go-No go test (GNG). The data were analyzed using multivariate analysis of variance in SPSS 22. The results showed that the level of response inhibition was significantly different among the three groups. The performance level of the two dyslexic groups was significantly lower than that of the normal group in both cognitive and behavioral inhibition. In contrast, there was no difference between the two groups of dyslexics on any of the research variables. According to the findings, although there is no difference in cognitive inhibition and behavioral inhibition between the two groups of dyslexics, the low level of inhibition in these two groups compared to normal children indicates the need to assess response inhibition in order to develop rehabilitation interventions.