Effect of cues on object naming in first-grade good and poor readers

Rubin, Hyla; Bernstein, Susan David; Katz, Richard C.

doi:10.1007/bf02656904

Cited by 14 publications

(7 citation statements)

References 10 publications

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“…These findings concur with previous reports of naming deficits for objects and lexical stimuli in dyslexics and poor readers relative to non-LD controls (Denckla & Rudel, 1976b, LD SUBTYPES, ERPS, & PICTURE-WORD PROCESSING 1976aRubin, Bernstein, & Katz, 1989;Wolf, 1991). These findings concur with previous reports of naming deficits for objects and lexical stimuli in dyslexics and poor readers relative to non-LD controls (Denckla & Rudel, 1976b, LD SUBTYPES, ERPS, & PICTURE-WORD PROCESSING 1976aRubin, Bernstein, & Katz, 1989;Wolf, 1991).…”

Section: Naming Pictures and Wordssupporting

confidence: 91%

Learning Disability Subtypes and the Role of Attention During the Naming of Pictures and Words: An Event-Related Potential Analysis

Greenham¹,

Stelmack²,

Vlugt³

2003

Developmental Neuropsychology

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The role of attention in the processing of pictures and words was investigated for a group of normally achieving children and for groups of learning disability sub-types that were defined by deficient performance on tests of reading and spelling (Group RS) and of arithmetic (Group A). An event-related potential (ERP) recording paradigm was employed in which the children were required to attend to and name either pictures or words that were presented individually or in superimposed picture-word arrays that varied in degree of semantic relation. For Group RS, the ERP waves to words, both presented individually or attended in the superimposed array, exhibited reduced N450 amplitude relative to controls, whereas their ERP waves to pictures were normal. This suggests that the word-naming deficiency for Group RS is not a selective attention deficit but rather a specific linguistic deficit that develops at a later stage of processing. In contrast to Group RS and controls, Group A did not exhibit reliable early frontal negative waves (N280) to the super-imposed pictures and words, an effect that may reflect a selective attention deficit for these children that develops at an early stage of visuo-spatial processing. These early processing differences were also evident in smaller amplitude N450 waves for Group A when naming either pictures or words in the superimposed arrays.

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Section: Naming Pictures and Wordssupporting

confidence: 91%

Learning Disability Subtypes and the Role of Attention During the Naming of Pictures and Words: An Event-Related Potential Analysis

Greenham¹,

Stelmack²,

Vlugt³

2003

Developmental Neuropsychology

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“…Practice combined with visual imagery may be another effective way in which to aid in memorizing such material. For example, visual imagery helped word retrieval in children with word finding problems (McGregor & Leonard, 1989;Rubin, Bernstein, & Katz, 1989;Segal & Wolf, 1993;Wing, 1990;Wright, 1993). Therefore, acting out the activities in the rhyme or viewing pictures of the rhyme as a series of action sequences may help store the rhyme as smaller elements that have a visual component (German, 1992;Wiig & Semel, 1984).…”

Section: Discussionmentioning

confidence: 99%

Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment

Fazio

1997

Applied Psycholinguistics

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This report describes two studies on memory for rote linguistic sequences and sensitivity to rhyme in young children with and without language impairment. In the first study, 10 lowincome kindergarteners with specific language impairment (SL1) were compared with age-and income-matched classmates on reciting common nursery rhymes, reciting the alphabet, and rote counting. Children with SLI displayed lower performance on most of the rote linguistic sequence tasks, especially on (heir knowledge of Mother Goose nursery rhymes. The second study examined the learning and retention of nursery rhymes in 8 young children with SLI after 6 weeks of classroom instruction. Low-income, 4-and 5-year-old children with SLI and their age-and income-matched classmates were taught five novel Mother Goose rhymes during a large-group classroom activity. Children were tested before and after the intervention on their ability to recite nursery rhymes and to detect rhyme. When compared with their peers, children with SLI had difficulty repeating the nursery rhymes, despite daily classroom exposure. Although the performance of children with SLI on rhyme recitation and detection tasks was poor, their relative performance was better on a cloze task based on the set of nursery rhymes. The results of this study suggest that children with SLI have difficulty storing and/or retrieving lines of memorized text. Traditional informal techniques for teaching rote linguistic sequences may need to be modified to give children with SLI more opportunities to practice rote sequences.Preschool children with specific language impairment (SLI)' are at risk for reading disabilities in the early school grades

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“…The results indicate that, although both good and poor readers found recognition easier than naming, skilled readers were able to name more of the words they recognized than were less skilled readers (children: Katz, 1986Katz, , 1996Murphy, Pollatsek, & Well, 1988;Rubin & Liberman, 1983;Swan & Goswami, 1997;Wolf & Goodglass, 1986;Wolf & Obregon, 1992;adults: Cantwell & Rubin, 1992). For example, in a study of first graders, less skilled readers named only 57% of the objects they could recognize, whereas skilled readers were able to name 70% (Rubin, Bernstein, & Katz, 1989).…”

Section: Namingmentioning

confidence: 99%

Phonological representations of adult poor readers: An investigation of specificity and stability

Dietrich

Brady

2001

Applied Psycholinguistics

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The phonological representations of adult less skilled readers (n = 25) were studied in comparison to those of adult skilled readers (n = 25) and adolescent reading-age controls (n = 25). Participants were tested on a paired confrontation naming and spelling test, given two times to evaluate consistency of performance, and a pseudoword repetition task. On confrontation naming, less skilled readers were less accurate and less consistent, and they made more phonological errors. Likewise, their spellings were less accurate and consistent than those of the control groups; inaccurate naming influenced their spelling significantly more often than it did the spelling of adult skilled readers. They also had fewer correct responses on the pseudoword repetition task. The results confirm that there are weaknesses in the phonological representations of known and new words for adult less skilled readers, with observable consequences for spelling.

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Effect of cues on object naming in first-grade good and poor readers

Cited by 14 publications

References 10 publications

Learning Disability Subtypes and the Role of Attention During the Naming of Pictures and Words: An Event-Related Potential Analysis

Learning Disability Subtypes and the Role of Attention During the Naming of Pictures and Words: An Event-Related Potential Analysis

Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment

Phonological representations of adult poor readers: An investigation of specificity and stability

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