Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

Abstract

Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the main components of phonological processing is rapid automatized naming (RAN)—the ability to identify and recognize a given item by the activation and concomitant articulation of its name.Objective: To assess the RAN performance of schoolchildren with dyslexia and attention deficit hyperactivity disorder (ADHD) compared with their peers.Methods: In total, 70 schoolchildren aged between 8 and 11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 were diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level.Results: The performance of the group with dyslexia was inferior to that of the control group in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age was an important variable to be analyzed separately. As they aged, children with typical language development had fast answers on colors and digits tasks while children with dyslexia or ADHD did not show improvement with age.Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tended to improve with age, which was not the case, however, with schoolchildren who had ADHD or dyslexia.

Neurodevelopmental comorbidity profile in specific learning disorders

“…Alves LM had noted that school children took longer time to conclude tasks when they had SLD or ADHD. 3 Governments have introduced special concessions or assistance to the certified children by making special legal provisions. These learning difficulties are likely to be innate and due to central nervous system dysfunction.…”

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

“…Of the 25 articles, 6 (24%) were published in 2016, 4 (16%) were published in 2015, 6 (24%) in 2014, 4 (16%) in 2013, 1 in 2012 (4%), 3 (6) To describe academic outcomes in adulthood among incident cases of childhood ADHD versus non-ADHD referents from a population-based cohort. (20) To examine the spontaneous, immediate activation and/or suppression of forward-predictive inferences, backward-explanatory inferences, and inference-evoking textual information, as they occur online during reading comprehension by adolescents Rapid naming in Brazilian students with Dyslexia and Attention Deficit Hyperactivity Disorder 2016 Journal Frontiers in Psychology Brazil Alves, Siqueira, Ferreira, Alves, Bicalho, Celeste (17) To assess the rapid automatized naming (RAN) performance in children with reading disorder and attention deficit hyperactivity disorder (ADHD) compared with their normal peers. Reading comprehension in boys with ADHD: the mediating roles of working memory and orthographic conversion 2016 Journal of Abnormal Child Psychology USA Friedman, Rapport, Raiker, Orban, Eckrich (16) To examine two cognitive aspects of processes involved in reading and comprehension abilities -(a) working memory and orthographic conversion (phonological text conversion) -in order to elucidate their interactive contribution to reading comprehension differences.…”

“…The area that showed the greater deficits in the groups with ADHD or groups with a comorbidity (ADHD and learning disabilities) were speed and accuracy of reading 6,7,[9][10][11][12][13][14][15][16][17] . Fluency and reading accuracy are important elements, since they allow monitoring of possible changes in the development of reading 32 .…”

“…Slow reading speed, decreased inferential comprehension, reduced online textual processing. Rapid naming in Brazilian students with Dyslexia and Attention Deficit Hyperactivity Disorder (17) 70 schoolchildren between 8 and 11 years old: 16 with ADHD, 14 with dyslexia, 40 with no history of developmental disorder. All of them were from public schools.…”

Relação Do Perfil De Erros De Leitura E Escrita Na Dislexia E Dificuldades De Aprendizagem

“…Dessa forma, já era esperado que ocorressem maior frequência e porcentagem de erros do tipo unívoco tanto na escrita como na leitura, C1 e D1, respectivamente, de escolares com dislexia, quando comparados aos escolares com dificuldades de aprendizagem ou bom desempenho acadêmico. Isso ocorre porque os escolares com dislexia tendem a apresentar mais erros unívocos, devido à alteração de processamento fonológico que compromete a conversão fonografêmica ou grafofonêmica (CAPOVILLA, 2002;ALVES et al, 2016).…”