Naming speed deficits in reading disability: Multiple measures of a singular process

Bowers, Patricia Greig; Swanson, Lynn B.

doi:10.1016/0022-0965(91)90032-n

Cited by 260 publications

(186 citation statements)

References 27 publications

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“…Words are less familiar and usually phonologically more complex than the highly overlearned and practiced digits (from one to nine). Slower activation or less accurate representations of phonological codes in long-term memory, which has often been found in poor readers (Ackerman, Dykman, & Gardner, 1990;Bowers & Swanson, 1991;Brady et al, 1989;Wolf, 1991), may play a stronger role with words than with the more familiar digits (Hulme et al, 1991). Phonological codes have to be accessed in the recognition of words from speech input, as in the auditory condition in this study, and when engaging in phonological recoding of visual stimuli, as in the visual condition and when reading.…”

Section: Discussionmentioning

confidence: 69%

Serial Recall of Poor Readers in Two Presentation Modalities: Combined Effects of Phonological Similarity and Word Length

Irausquin

Gelder

1997

Journal of Experimental Child Psychology

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Section: Discussionmentioning

confidence: 69%

Serial Recall of Poor Readers in Two Presentation Modalities: Combined Effects of Phonological Similarity and Word Length

Irausquin

Gelder

1997

Journal of Experimental Child Psychology

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“…For example, in a longitudinal study with 85 first-grade children of varying reading ability, Manis, Seidenberg, and Doi (1999) found that Grade 1 measures of RAN and phoneme awareness both contributed independently to Grade 2 measures of reading when vocabulary was controlled. Bowers and Swanson (1991) found that naming speed contributed independent variance to second-grade reading skills in a crosssectional sample of 43 second-grade children. However, unlike many other studies, the Bowers and Swanson study defined reading skill as latency rather than accuracy based.…”

Section: Naming Speed's Contribution Of Independent Variance To Readimentioning

confidence: 87%

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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“…Some research has shown that naming speed accounts for unique variance in reading ability over and above phonological processing across the spectrum of reading ability (Bowers & Swanson, 1991;Manis, Doi, & Bhadha, 2000), whereas other studies have suggested that the contribution of naming speed is minimal (Torgesen et al, 1997). It has also been suggested that naming speed may be associated with word reading only in poor readers (McBride-Chang & Manis, 1996).…”

Section: Introductionmentioning

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 speed deficits in reading disability: Multiple measures of a singular process

Cited by 260 publications

References 27 publications

Serial Recall of Poor Readers in Two Presentation Modalities: Combined Effects of Phonological Similarity and Word Length

Serial Recall of Poor Readers in Two Presentation Modalities: Combined Effects of Phonological Similarity and Word Length

The Double-Deficit Hypothesis

Naming Speed Deficits in Adults with Reading Disabilities

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