This correlational study focuses on the relationship between word identification variables and the reading-related variables of intelligence, phonological awareness and continuous-naming speed. Subjects are from two samples of 10-to 12-year-old children who are all poor to very poor decoders, but with subnormal IQs or normal IQs. An initial analysis of the reading-related variables indicates a naming speed and an intelligence factor. The variable of phonological awareness loads substantially on the intelligence factor. Although naming speed factor scores and intelligence factor scores are both significantly correlated with the poor decoders' word identification scores, speed factor correlations are significantly larger than intelligence factor correlations. In a subsequent analysis, phonological awareness is considered as a separate factor and scores on this factor correlate only marginally with some word identification variables. With regard to comparisons of correlational data in the samples of traditionally defined discrepant poor decoders ('dyslexics') and non-discrepant poor decoders, it can be concluded that these are very similar. Moreover, differences between these groups on reading and reading-related tasks disappear as soon as the intelligence contribution to the variables is partialled out. Additionally, the majority of relationships are very similar for real-word and pseudoword reading performance.
The goals of this study are to investigate, at three elementary school grade levels, how word reading speed is related to rapidly naming series of numbers, letters, colors, and pictures, and to general processing speed (measured by nonnaming or visual matching tasks), and also to determine how these relationships vary with the reading task employed. The results indicate that, compared to color-and picture-naming speeds and nonnaming or visual matching speed, letter-and numbernaming speeds are superior predictors of word reading speed. Furthermore, throughout the grade levels, associations between alphanumeric naming and monosyllabic word reading speeds are considerably stronger than for a widely used Dutch single-word reading test combining monosyllabic and multisyllabic words. It is suggested that, unlike multisyllabic words but similar to letters and numbers, monosyllabic words act as relatively holistic stimuli, which are recognized as sight words.This study investigates how word reading speed (also referred to as decoding or word recognition speed) at three age levels is predicted by other frequently studied variables, namely, rapid naming and general processing (visual matching) speed.The performance measures of all of our tasks will be speed measures and no accuracy measures. In random samples of Dutch elementary school children from Grade 2 (equivalent to 8-year-olds) and beyond, accuracy is almost perfect for the rapid naming and matching tasks that will be discussed and it is also high for word reading itself (van den
In studying RD and SLI, this research indicates that it is important to distinguish between RD-only, SLI-only, and comorbid groups. The comorbid group shows additive effects of both disorders.
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