Selective Predictive Value of Rapid Automatized Naming in Poor Readers

Abstract

This study considers the differential predictive value of rapid naming tests for various aspects of later reading, where the differential is between nondisabled and poor readers. Two large-N longitudinal samples of students who have been evaluated from third through eighth grades are studied: (a) a randomly accessed, normally distributed group including students with varying degrees of reading ability (N = 154), and (b) a group of poor readers whose single-word reading in third grade is at or below the population 10th percentile (N = 64). Outcomes in fifth and eighth grade were measured in both groups. Single-word reading in both grades was strongly predicted from third-grade rapid naming only within the poor readers, even when IQ, socioeconomic status, and third-grade single-word reading were statistically controlled. Although rapid naming had predictive value within the large, normally distributed group, its predictive power was entirely absent in the average-reading nondisabled students who were between the 10th and 90th percentiles (n = 122). The fact that rapid naming has predictive power only for poor readers but not for average readers is interpreted as suggesting that impaired readers are qualitatively different from the normal-reading population and are not simply the "tail" of a normal distribution of reading ability. It also seems that it is the automaticity of retrieval, not the knowledge of names itself (as in confrontational naming tasks), that gives the predictive power in rapid naming. These data are considered in light of the one- and two-factor theories of the underlying processes involved in reading disability or dyslexia.

The Double-Deficit Hypothesis

“…This is similar to the findings of Pennington et al (2001), who found that naming speed in a cross-sectional sample did not contribute significantly to measures of reading when reading and vocabulary were controlled. In contrast, Meyer, Wood, Hart, and Felton (1998) found that in a longitudinal study with 64 children with dyslexia and a random control sample of 154 students, third-grade naming speed had predictive power for single-word reading in fifth and eighth grade for poor readers (classified as below 10th percentile on word recognition) but not for average readers.…”

Desempenho do processamento fonológico, leitura e escrita em escolares com transtorno de déficit de atenção e hiperatividade

“…However, with greater exposure and practice in relation to letters and numbers, the naming of alphanumeric stimuli becomes more automatic. At this point, the alphanumeric stimuli are named faster and become more strongly associated with the ability of reading 29 . These differences highlight the importance of considering the alphanumeric stimuli RAN separately from non-alphanumeric stimuli.…”

Testes de Nomeação Rápida: Contributos para a avaliação da linguagem oral

“…Neste âmbito, tem-se destacado que a nomeação rápida: se correlaciona significativamente com a leitura (por ex., Bowers & Swanson, 1991;Manis et al, 2000;Savage et al, 2005;Wolf et al, 2002); explica variância do desempenho em leitura depois de se ter controlado a influência de outras variáveis relevantes, como a consciência fonológica, isto é, exerce uma influência específica no desenvolvimento das competências de leitura (Cutting & Denckla, 2001;Manis et al, 2000;Manis, Seidenberg, & Doi, 1999); e prediz o desempenho subsequente em leitura (Meyer, Wood, Hart, & Felton, 1998;van den Bos, Zijlstra, & Spelberg, 2002;Wolf et al, 1986). Nota-se, no entanto, que o poder preditivo da nomeação rápida é influenciado por diversas variáveis, sendo, por exemplo, mais importante em crianças mais jovens (Torgesen, Wagner, Rashotte, Burgess, & Hecht, 1997;Wolf et al, 1986), em crianças com dificuldades de aprendizagem (Lepola, Poskiparta, Laakkonen, & Niemi, 2005;Meyer et al, 1998) e em ortografias transparentes (Landerl, 2001;Lepola et al, 2005;van den Bos, 1998).…”