Naming of object-drawings by dyslexic and other learning disabled children

Denckla, Martha B.; Rudel, Rita G.

doi:10.1016/0093-934x(76)90001-8

Cited by 416 publications

(220 citation statements)

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“…cyfry, litery, kolory, obiekty) przedstawione w szeregach na tablicy. Warto wspomnieć, że pierwszymi badaczami, którzy zaprojektowali zadanie szybkiego automatycznego nazywania (rapid automatized naming) do oceny tempa seryjnego nazywania znanych bodźców wzrokowych, byli Denckla i Rudel (1974, 1976). Wolf i Bowers (2000) zaproponowali klasyfikację osób z trudnościami w czytaniu obejmującą dwie podgrupy z pojedynczym oraz jedną podgrupę z podwójnym deficytem.…”

Section: Wstępunclassified

Rapid naming ability and its relationship to reading in Polish-speaking children with dyslexia

Żesławska-Faleńczyk¹,

Małyszczak²

2016

nin

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Artykuł oryginalny/Original article S t r e s z c z e n i eCel pracy: Ocena umiejętności szybkiego nazywania i jej związku z czytaniem w grupie dzieci polskojęzycz-nych z dysleksją. Materiał i metody: W badaniach wzięło udział 25 dzieci z dysleksją (9-12 lat) oraz 32 dzieci o prawidłowym rozwoju umiejętności czytania (9-12 lat). Do oceny szybkiego nazywania znanych bodźców wzrokowych, przetwarzania fonologicznego oraz umiejętności czytania wykorzystano narzędzia: Test Szybkiego Nazywania (TSN), Nieznany Język (NJ) oraz Czytanie Sensownych Słów V (CSS5). Wyniki: Tempo nazywania dzieci polskojęzycznych z dysleksją było istotnie wolniejsze niż tempo nazywania grupy kontrolnej. Deficyt szybkiego nazywania występował istotnie częściej w grupie klinicznej. Umiejętność szybkiego nazywania odgrywała najważniej-szą rolę w przewidywaniu tempa czytania, natomiast świadomość fonologiczna była najważniejszym predyktorem poprawności czytania uczniów z dysleksją. Odmienny wzorzec zależności pomiędzy szybkim nazywaniem, świadomością fonologiczną a poszczególny-mi umiejętnościami czytania może być argumentem, że procesy leżące u podłoża szybkiego nazywania są przynajmniej częściowo niezależne od procesów fonologicznych. Charakter bodźców (obrazowe, alfanumeryczne i przemieszane) stosowanych w poszczególnych zadaniach TSN wpływał istotnie na efektywność wykonania testu. Nazywanie bodźców obrazowych (przedmioty i kolory) było najtrudniejsze, natomiast nazywanie bodźców alfanumerycznych (cyfry i litery) było dla badanych dzieci zadaniem najprostszym. Wnioski: Wyniki wspierają hipotezę podwójnego deficytu w dysleksji, która wskazuje na związek trudności w czytaniu z dwoma odrębnymi deficytami: deficytem fonologicznym i szybkiego nazywania.Słowa kluczowe: szybkie nazywanie, hipoteza podwójnego deficytu, dysleksja. A b s t r a c tAim of the study: To evaluate the ability of rapid naming and its relationship to reading in Polish-speaking children with dyslexia. Material and methods: Twenty-five children with dyslexia (aged 9-12) and 32 good readers participated in the study (aged 9-12). We used the tests for rapid automatized naming, phonological skills and single word reading. Results:The dyslexic children performed significantly slower than controls on rapid naming-speed. Rapid naming deficit occurred significantly more frequently in the clinical group.The ability of rapid naming was the most important predictor of reading rate, whereas phonological awareness was the most important predictor of reading accuracy in children with dyslexia. A different pattern of relationships between rapid naming, phonological awareness and various reading skills may be an argument that the processes underlying rapid naming and phonological processes are at least partially independent. The nature of stimuli (figural, alphanumeric and mixed) used in each task of the rapid automatized naming test significantly affects the efficiency of the test. Naming figural material (objects and colors) was the most difficult, whereas naming alphanumeric material (num...

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Section: Wstępunclassified

Rapid naming ability and its relationship to reading in Polish-speaking children with dyslexia

Żesławska-Faleńczyk¹,

Małyszczak²

2016

nin

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“…Naming speed has been implicated in dyslexia since the research of Denckla and Rudel (Denckla, 1972;Denckla & Rudel, 1976a, 1976b. In a crosssectional study, Denckla (1972) reported the finding of five boys with "unusual hesitancy" in rapidly naming a series of colors.…”

Section: Is Dyslexia Characterized By Naming Speed Difficulties?mentioning

confidence: 99%

“…In a subsequent cross-sectional study, Denckla and Rudel (1976a) investigated rapid object naming in 10 children with dyslexia, 10 children without dyslexia but with other learning disabilities (LD), and 120 typically achieving children. The participants with LD were selected from a larger pool of children attending a special school for children diagnosed with minimal neurological impairment.…”

Section: Is Dyslexia Characterized By Naming Speed Difficulties?mentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodologyhow dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

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“…The naming speed literature, primarily based on child samples, suggests that a naming speed deficit characterizes some children with RD (Denckla & Rudel, 1976a, 1976bFawcett & Nicolson, 1994;Wolf, Bally, & Morris, 1986), particularly those with severe reading impairments (Meyer, Wood, Hart, & Felton, 1998a;Pennington, Cardoso-Martins, Green, & Lefly, 2001). The preliminary evidence from adult studies suggests that naming speed deficits may persist into adulthood, although more research in this area is needed.…”

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confidence: 99%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.T here is a consensus that phonological awareness plays a critical role in reading acquisition and that for the majority of children with reading disabilities (RD), deficits in phonological processing have been identified as the core deficit (e.g., Bradley & Bryant, 1983;Stanovich, 1992). This phonological deficit hypothesis has been supported by a number of studies that have specifically identified delays in sensitivity to rhyme, alliteration, and phonemic segmentation as precursors to the development of RD (e.g., Bradley & Bryant, 1983;Lundberg & Hφien, 1989;Olson, Wise, & Rack, 1989). These findings have also been extended to adult populations. Specifically, recent research has focused on whether phonological processing skill development in children is correlated with age and reading ability and whether phonological deficits persist into adulthood. Studies have shown differences between adults with RD and typically achieving adults in phonological awareness (Bruck, 1990(Bruck, , 1992Felton, Naylor, & Wood, 1990;Shafrir & Siegel, 1994;Pennington, Van Orden, Smith, Green, & Haith, 1990; Snowling, Nation, Moxham, Gallagher, & Frith, 1997;Wilson & Lesaux, 2001), verbal shortterm memory (Pennington et al., 1990), and sound-spelling relationships (Bruck, 1990). Phonological deficits have also been found in young adults with RD attending university who had acquired age-appropriate reading skills (Wilson & Lesaux, 2001).Although the phonological deficit hypothesis is able to account for the large majority of reading impairments, there remain individuals with adequate phonological skills but poor comprehension (Wolf, 1999). Recently, a competing hypothesis, the doubledeficit hypothesis of developmental dyslexia (Wolf & Bowers, 1999, has emerged to account for this subgroup of individuals. The doubledeficit hypothesis implicates naming speed as a second, independent core deficit of RD (Wolf & Bowers, 1999. Three subtypes of individuals with RD are thus hypothesized: (a) the phonological deficit subtype, defined by a phonological deficit in the presence of average naming speed ability; (b) the naming speed deficit subtype, defined by a naming speed deficit in the presence of average phonological skills; and (c) the double-defic...

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Naming of object-drawings by dyslexic and other learning disabled children

Cited by 416 publications

References 14 publications

Rapid naming ability and its relationship to reading in Polish-speaking children with dyslexia

Rapid naming ability and its relationship to reading in Polish-speaking children with dyslexia

The Double-Deficit Hypothesis

Naming Speed Deficits in Adults with Reading Disabilities

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