Color-word interference as a function of reading level was studied with 20 3rd and 4th graders. An equal amount of interference with color naming due to presentation of colors in a verbal form was found for both good (n = 10) and poor (n = 10) reading levels. Additional interference due to presentation of colors in conflicting color names was found only for good readers. Differences in reading comprehension rather than general reading ability were proposed to account for differences between good and poor readers.
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