Inhibitory control is associated with the pre-academic skills, nevertheless it is unclear the role of the diverse inhibitory control dimensions especially in the development of early literacy skills. In the present longitudinal study, the multi-componential structure of inhibitory control was investigated, and the roles of two different inhibitory control abilities were examined with respect to early literacy skills, with other variables (vocabulary, working memory, and visual-motor integration skills) controlled. A sample of 147 typically developing children from 4 to 5 years of age was assessed in the winter (T1) and then in the spring (T2) at a preschool educational center. Confirmatory factor analysis yielded a response inhibition dimension and an interference suppression dimension. Path analysis was conducted to examine the contribution of these dimensions, considered formative indices, on phonological awareness and procedural writing knowledge, with the other variables controlled. The latent change score approach was used to investigate the variables associated with change in phonological awareness and procedural writing knowledge at T1 and T2. Our results demonstrated that interference suppression was concurrently associated with phonological awareness and procedural writing knowledge tasks together with the other measures at T1. Moreover, interference suppression is associated with changes in phonological awareness, whereas the other measures did not contribute significantly to literacy growth.

抑制性控制与学前技能相关，但尚不清楚不同抑制性控制维度的作用，特别是在早期识字技能的发展中。在本纵向研究中，研究了抑制性控制的多成分结构，并研究了两种不同的抑制性控制能力在早期识字技能和其他变量（词汇、工作记忆和视觉运动整合技能）方面的作用。 ) 控制。在冬季 (T1) 和春季 (T2) 在学前教育中心对 147 名 4 至 5 岁的典型发育儿童样本进行了评估。验证性因素分析产生了响应抑制维度和干扰抑制维度。进行路径分析以检查这些维度（考虑形成性指标）对语音意识和程序性写作知识的贡献，并控制其他变量。潜在变化评分方法用于调查与 T1 和 T2 的语音意识和程序性写作知识变化相关的变量。我们的研究结果表明，干扰抑制与语音意识和程序性写作知识任务以及 T1 的其他措施同时相关。此外，干扰抑制与语音意识的变化有关，而其他措施对识字率的增长没有显着贡献。控制其他变量。潜在变化评分方法用于调查与 T1 和 T2 的语音意识和程序性写作知识变化相关的变量。我们的研究结果表明，干扰抑制与语音意识和程序性写作知识任务以及 T1 的其他措施同时相关。此外，干扰抑制与语音意识的变化有关，而其他措施对识字率的增长没有显着贡献。控制其他变量。潜在变化评分方法用于调查与 T1 和 T2 的语音意识和程序性写作知识变化相关的变量。我们的研究结果表明，干扰抑制与语音意识和程序性写作知识任务以及 T1 的其他措施同时相关。此外，干扰抑制与语音意识的变化有关，而其他措施对识字率的增长没有显着贡献。我们的研究结果表明，干扰抑制与语音意识和程序性写作知识任务以及 T1 的其他措施同时相关。此外，干扰抑制与语音意识的变化有关，而其他措施对识字率的增长没有显着贡献。我们的研究结果表明，干扰抑制与语音意识和程序性写作知识任务以及 T1 的其他措施同时相关。此外，干扰抑制与语音意识的变化有关，而其他措施对识字率的增长没有显着贡献。