Domain-specific Rapid Automatized Naming deficits in children at risk for learning disabilities

Pauly, Hanno; Linkersdörfer, Janosch; Lindberg, Staffan I.; Woerner, Wolfgang; Hasselhorn, Marcus; Lonnemann, Jan

doi:10.1016/j.jneuroling.2011.02.002

Cited by 31 publications

(20 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In congruence with e.g., van der Sluis et al (2004) and Pauly et al (2011), the results of this study support the hypothesis of the comorbid group as an additive combination of RD and MD. They might indicate that RD and MD have a distinct cognitive profile (Landerl, Fussenegger, Moll, & Willburger, 2009).…”

Section: Cognitive Risk Factorssupporting

confidence: 92%

“…Underadditivity would be the case: performance on behavioral inhibition tasks is the same in children with RD+MD, in children with RD and in children with MD. If the cognitive impairments in MD are independent of those in RD, then the RD+MD group would be the sum or the additive combination of the deficits in each pure group (Landerl et al, 2004;Pauly et al, 2011;van der Sluis et al, 2004;Willcutt, Pennington, Olson, Chhabildas, & Hulslander, 2005).…”

Section: Objectives and Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Behavioral inhibition in children with learning disabilities

Weerdt

Desoete

Roeyers

2013

Research in Developmental Disabilities

View full text Add to dashboard Cite

Children with reading disabilities (RD, n = 17), mathematical disabilities (MD, n = 22), combined reading and mathematical disabilities (RD+MD, n = 28) and control peers (n = 45) were tested on behavioral inhibition with a Go/no-go task in a picture, letter and digit-modality. In contrast to children without RD, children with RD made significantly more commission errors on alphanumeric (letter and digit) modalities compared to the non-alphanumeric picture modality. As compared to children without MD, children with MD made as much commission errors on the picture modality as on the letter modality. No significant interaction-effect was found between RD and MD. These results can be considered as evidence for behavioral inhibition deficits related to alphanumeric stimuli in children with RD but not in children with MD.

show abstract

Section: Cognitive Risk Factorssupporting

confidence: 92%

Section: Objectives and Research Questionsmentioning

confidence: 99%

Behavioral inhibition in children with learning disabilities

Weerdt

Desoete

Roeyers

2013

Research in Developmental Disabilities

View full text Add to dashboard Cite

show abstract

“…No entanto, outras tarefas também podem ser encontradas na literatura. Essas outras tarefas, apesar de muito semelhantes às de Denckla e Rudel, diferem dessas na quantidade de itens em uma mesma tarefa (15 itens em Landerl & Willbuger, 2010;25 itens em Zhou et al, 2014;36 itens em Logan, Schatschneidere, & Wagner, 2011;40 itens em Shapiro, Carroll, & Solity, 2013;48 em Clarke, Hulme, & Snowling, 2005) e/ou na quantidade de estímulos diferentes em cada tarefa (seis itens diferentes em Pauly, Linkersdörfer, & Lindberg, 2011, e Logan et al, 2011; 10 a 25 itens diferentes em Clarke et al, 2005; 20 itens em Cobbold, Passenger, & Terrel, 2003). Embora essas variações pudessem, a princípio, afetar a relação entre a nomeação seriada rápida e a leitura, a meta-análise realizada por Araújo et al (2015) revelou que nenhum desses aspectos (variação no tamanho da tarefa ou na quantidade de itens diferentes incluídos) teve um impacto significativo na magnitude da correlação entre a nomeação seriada rápida e a leitura.…”

unclassified

Tarefas de Nomeação Seriada Rápida: Rastreando a Dificuldade de Leitura

Justi

Paula

2016

Psic.: Teor. e Pesq.

View full text Add to dashboard Cite

RESUMO -Este estudo analisou a precisão de medidas de nomeação seriada rápida (NSR) em identificar os estudantes em risco/sem risco de dificuldade de leitura. Tarefas de NSR requerem a nomeação rápida de diferentes estímulos visuais apresentados em um cartão. Duzentas e treze crianças realizaram as tarefas de NSR quando estavam na Educação Infantil e, dessas, 174 realizaram uma tarefa de leitura quando estavam no 1º ano do Ensino Fundamental. Análises da curva ROC (Receiver Operating Characteristic) indicaram que as medidas de NSR (objetos, cores, números e letras) são razoáveis em identificar o risco/não risco de dificuldade de leitura (área sob a curva ≥ 0,70), sendo a NSR de números a medida com melhores índices de sensibilidade (88%) e especificidade (50%).Palavras-chave: nomeação seriada rápida, rastreamento, leitura, distúrbios da leitura Rapid Automatized Naming Tasks: Screening Reading DifficultyABSTRACT -The aim of this study was to analyze the rapid automatized naming (RAN)'s accuracy for identifying students at risk/not at risk for reading difficulty. Two hundred and thirteen children performed the RAN tasks when they were in the last year of Kindergarten and 174 among them, accomplished the reading task when they were in the first grade of Elementary School. Analyses based on the ROC curve (Receiver Operating Characteristic) indicated that all the RAN measures (objects, colors, numbers, and letters) had a fair accuracy for identifying students at risk/not at risk for reading difficulty (AUC ≥ 0.70). RAN numbers had the best classification accuracy presenting sensitivity and specificity indexes of 88% and 50%, respectively. O aprendizado da leitura representa um marco muito importante no desenvolvimento do ser humano. Uma nova forma de acesso à informação se torna disponível, o que amplia consideravelmente as possibilidades de desenvolvimento do indivíduo, seja no âmbito social, emocional, cognitivo ou cerebral. Sabe-se hoje que não saber ler e escrever é um fator de risco para o desenvolvimento de demências (Brucki, 2010) e que a doença de Alzheimer progride mais rapidamente entre as pessoas que não leem do que entre as pessoas que leem (Lee et al., 2008). Keywords

show abstract

“…Similar tasks are closely associated with reading and spelling skill development, with reading achievement, and with a number of variables related to reading and spelling, and have shown sensitivity to specific learning disorder in reading (Crews & D'Amato, 2009;Korkman, Barron-Linnankoski, & Lahti-Nuuttila, 1999;Korkman, Kirk, & Kemp, 2007;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Willburger, Fussenegger, Moll, Wood, & Landerl, 2008). Some studies suggest they are also related to mathematics skills, specific learning disorder-mathematics, and a number of other clinical conditions (McGrew & Wendling, 2010;Pauly et al, 2011;Willburger et al, 2008;Wise et al, 2008). In order to ensure sensitivity beyond very early grades, the tasks involve naming multiple dimensions simultaneously and alternating stimuli.…”

Section: Naming Speed Literacymentioning

confidence: 99%