A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia

Araújo, Susana; Faísca, Luis

doi:10.1080/10888438.2019.1572758

Cited by 66 publications

(70 citation statements)

References 106 publications

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“…Thus, reading fluency deficits may result from slow visual-verbal access (Lervåg & Hulme, 2009) and inefficient sequential processing (Jones, Obregón, Kelly, & Branigan, 2008;Protopapas, Katopodi, Altani, & Georgiou, 2018;van Den Boer, Georgiou, & de Jong, 2016). This interpretation is supported by strong associations between (deficits in) reading fluency and RAN (Araújo & Faísca, 2019;Araújo, Reis, Petersson, & Faísca, 2015;Kirby, Georgiou, Martinussen, & Parrila, 2010). Given that word reading and RAN both require sequential processing and visual-verbal access, deficits in these processes are likely to explain the RAN-reading relationship.…”

Section: Reading Fluency Deficitsmentioning

confidence: 95%

Stability of Deficits in Reading Fluency and/or Spelling

Moll

Gangl

Banfi

et al. 2019

Scientific Studies of Reading

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Deficits in reading fluency and in spelling can dissociate during development, resulting in groups with reading deficit only (RD), spelling deficit only (SD) and combined reading and spelling deficit (RSD). The current study investigated the one-to-two-year longitudinal stability of these subgroups in 167 German-speaking children. Reading fluency deficits (irrespective of spelling skills) were stable over time, while spelling deficits were stable in the RSD-group but not in the SD-group. Lower stability in the SD-group resulted from the fact that many children improved their spelling skills over time. Improvement in spelling was associated with good performance in phoneme awareness together with intact RAN and decoding skills.

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Section: Reading Fluency Deficitsmentioning

confidence: 95%

Stability of Deficits in Reading Fluency and/or Spelling

Moll

Gangl

Banfi

et al. 2019

Scientific Studies of Reading

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“…The study concludes that the underlying cognitive processes involved in learning to read in consistent and less consistent orthographies are identical. Studies with extreme groups have shown that individuals with dyslexia performed slower and made more mistakes on RAN tasks when compared to typical readers (Araújo and Faísca, 2019). This pattern of results persists throughout development and is relatively stable even in compensated readers with dyslexia or high-functioning dyslexics.…”

Section: Introductionmentioning

confidence: 95%

“…These tasks are often referred to as phonological awareness tests. Deficits in phonological awareness and RAN tasks have been consistently reported in children with dyslexia, and it has been suggested that difficulties in such tasks are among the characteristic features of dyslexia Landerl et al, 2013;Araújo and Faísca, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Another, less well-understood predictor of variations in reading development is RAN. RAN deficits are also frequently observed in children with, or at risk of, reading difficulties (see Araújo et al, 2015;Araújo and Faísca, 2019, for a review). RAN tasks require naming familiar items (objects, colors, letters, or digits) that are visually presented as fast as possible.…”

Section: Introductionmentioning

confidence: 99%

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Rapid Automatized Naming and Explicit Phonological Processing in Children With Developmental Dyslexia: A Study With Portuguese-Speaking Children in Brazil

et al. 2020

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Many studies have shown that children with reading difficulties present deficits in rapid automatized naming (RAN) and phonological awareness skills. The aim of this study was to examine RAN and explicit phonological processing in Brazilian Portuguese-speaking children with developmental dyslexia and to explore the ability of RAN to discriminate between children with and without dyslexia. Participants were 30 children with a clinical diagnosis of dyslexia established by the Brazilian Dyslexia Association and 30 children with typical development. Children were aged between 7 and 12, and groups were matched for chronological age and sex. They completed a battery of tests that are commonly used in Brazil for diagnosing dyslexia, consisting of the Wechsler Intelligence Test for Children (WISC-IV) as well as tests of single word and non-word reading, RAN, and the profile of phonological abilities test. Results indicate that the cognitive profile of this group of children, with a clinical diagnosis of dyslexia, showed preserved skills in the four subscales of the WISC-IV (verbal comprehension, perceptual reasoning, working memory, and processing speed) and on the profile of phonological abilities test. Groups significantly differed on the reading tests (word and non-word) and RAN measures, with medium to large effect sizes for RAN. Classification and regression tree analysis revealed that RAN was a good predictor for dyslexia diagnosis, with an overall classification accuracy rate of 88.33%.

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“…Although it is well established that RAN is a strong predictor of reading (Kirby et al, 2010;Araújo, Reis, Petersson, & Faísca, 2015) and reading difficulties (Araújo & Faísca, 2019), researchers also concur that their relationship varies as a function of the presentation format of the reading and naming tasks (e.g., de Jong, 2011;Protopapas et al, 2013). For example, word list reading fluency correlates more strongly with serial naming (RAN) than with discrete naming (e.g., Altani, Protopapas, & Georgiou, 2017;de Jong, 2011).…”

Section: Tracking the Serial Advantage In The Naming Rate Of Multiplementioning

confidence: 99%