Correlations for the Stroop Color and Word Test with Measures of Reading and Language Achievement

Abstract

The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery–Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age From 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT–3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Reading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.

Get full access to this article

View all access options for this article.

References

Brown

J. I.

Fishco

V. V.

Hanna

(1993) Nelson-Denny Reading Test: manual for scoring and interpretation, Chicago, IL: Riverside.

Comalli

R. E.

Wapner

Werner

(1962) Interference effects of Stroop Color-Word Test in childhood, adulthood, and aging. Journal of Genetic Psychology, 100, 47–53.

Cummings

J. A.

(1995) Woodcock-Johnson Psycho-Educational Battery–Revised. In Impara

J. C.

Conoley

J. C.

(Eds.), The twelfth mental measurements yearbook. Lincoln, NE: Univer. of Nebraska Press. Pp. 1111–1116.

Das

J. P.

(1993) Differences in cognitive processes of children with reading disabilities and normal readers. Developmental Disabilities Bulletin, 21, 46–60.

Dosher

B. A.

Corbett

A. T.

(1982) Instrument inferences and verb schemata. Memory & Cognition. 10, 531–539.

Fournier

P. A.

Mazzarella

M. M.

Ricciardi

M. M.

Fingeret

A. I.

(1975) Reading level and locus of interference in the Stroop Color-Word task. Perceptual and Motor Skills, 41, 239–242.

Golden

C. J.

(1978) Stroop Color and Word Test: a manual for clinical and experimental uses. Chicago, IL: Stoelting.

Jastak

J. F.

Bijou

S. W.

Jastak

S. R.

(1965) Wide Range Achievement Test. Wilmington, DE: Guidance Assoc.

MacLeod

C. M.

(1991) Half a century of research on the Stroop effect: an integrative review. Psychological Bulletin, 3, 163–203.

10.

Merrill

E. C.

Sperber

R. D.

McCauley

(1981) Differences in semantic encoding as a function of reading comprehension skill. Memory & Cognition, 9, 618–624.

11.

Murray-Ward

(1998) Nelson-Denny Reading Test, Forms G and H. In Impara

J. C.

Plake

B. S.

(Eds.), The thirteenth mental measurements yearbook. Lincoln, NE: Univer. of Nebraska Press. Pp. 683–685.

12.

Naish

P. L. N.

(1985) The locus of the Stroop effect: one site masquerading as two. British Journal of Psychology, 76, 303–310.

13.

Pennington

(1991) Diagnosing learning disorders: a neuropsychological framework. New York: Guilford.

14.

Pring

Snowling

(1989) The automatic use of context in children's reading. Reading and Writing: An Interdisciplinary Journal, 1, 53–60.

15.

Sattler

J. M.

(1990) Assessment of children. (3rd ed.) San Diego, CA: Author.

16.

Spreen

Strauss

(1991) A compendium of neuropsychological tests: administration, norms, and commentary. New York: Oxford Univer. Press.

17.

Stroop

J. R.

(1935) Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18, 643–662.

18.

West

R. F.

Stanovich

K. E.

(1978) Automatic contextual facilitation in readers of three ages. Child Development, 49, 717–727.

19.

Wilkinson

(1993) Wide Range Achievement Test: WRAT–3. Wilmington, DE: Wide Range.

20.

Woodcock

R. W.

Johnson

M. B.

(1989) Woodcock-Johnson Psycho-Educational Battery–Revised: examiner's manual. Chicago, IL: Riverside.