Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

Bowers, Patricia Greig; Wolf, Markus

doi:10.1007/bf01026919

Cited by 580 publications

(486 citation statements)

References 57 publications

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“…Thus, in accord with these possibilities, poor readers have been consistently found to perform below the level of normally achieving readers, not only on tests evaluating word identification, phonological awareness, and letter-sound decoding, but also on tests evaluating confrontational naming, rapid naming, verbal learning, and verbal memory (Blachman, 1997;Bowers & Wolf, 1993;Katz, 1986;Snowling, 2000a;Torgesen et al, 1994;Vellutino, 1979Vellutino, , 1987Vellutino & Scanlon, 1987a, b;Vellutino et al, 1994Vellutino et al, , 1995aVellutino et al, , b, 1996Wolf, Bowers, & Biddle, 2000a). Along with phonological awareness and phonological decoding deficits, this collection of deficits has been commonly attributed to weak phonological coding.…”

Section: Language and Language-based Deficitsmentioning

confidence: 97%

“…This, in turn will impair the child's ability to store distinct and unitized representations of word specific spellings. Thus, Bowers and Wolf (1993) hypothesize Ôthat slow letter (or digit) naming may signal disruption of the automatic processes which support induction of orthographic patterns, which, in turn, result in quick word recognitionÕ (p. 70). Disruption in this timing mechanism has also been assumed to be manifested in slow object and color naming, both of which have also been observed in many poor readers.…”

Section: Language and Language-based Deficitsmentioning

confidence: 99%

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Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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Section: Language and Language-based Deficitsmentioning

confidence: 97%

Section: Language and Language-based Deficitsmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

View full text Add to dashboard Cite

show abstract

“…Furthermore, language and language-based deficits can be divided into semantic and syntactic deficits (like vocabulary deficits) and phonological deficits, but a double-deficit hypothesis has also been introduced. The double-deficit hypothesis suggests the existence of three subtypes of reading disability: phonological deficits (like phonological awareness and letter-sound decoding), a rapid naming deficit that disrupts orthographic processing and reading speed, or both of the aforementioned types of deficits (Bowers & Wolf, 1993;Wolf & Bowers, 1999;Wolf et al, 2000). Rapid automatized naming (RAN) is a task of naming a series of familiar items as quickly as possible (Denckla & Rudel, 1976).…”

Section: Cognitive Profile and Characteristics Of Dyslexiamentioning

confidence: 99%

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Lohvansuu

Hämäläinen

Tanskanen

et al. 2014

International Journal of Psychophysiology

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“…According to one theoretical standpoint (e.g., Wagner & Torgesen, 1987), RAN predicts reading ability because, comparable to phonological awareness (PA), it is an index of phonological processing ability. On the other hand, Wolf and her colleagues (e.g., Bowers & Wolf, 1993;Wolf & Bowers 1999) have suggested that RAN indexes processes that are, at least in part, independent of phonology, including attention, visual discrimination, integration of visual information with stored phonological and semantic representations, and access and retrieval of phonological labels. In support of their view, they have shown that defi cits in RAN and PA often dissociate, and that defi cits in RAN can predict literacy diffi culties even in the absence of defi cits in PA. Perhaps more importantly for the purpose of the present study, there is evidence that defi cits in both RAN and PA are often associated with more severe and persistent literacy diffi culties than isolated defi cits in RAN or PA (Kirby et al, 2010).…”

mentioning

confidence: 99%

The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese

Michalick-Triginelli¹,

Cardoso-Martins²

2015

Psicol. Reflex. Crit.

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This study investigated the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the persistence of beginning reading diffi culties in Portuguese. The study was longitudinal and involved 13 children who had shown little progress in learning to read during their 1st school year, and 13 children with typical reading development. At the beginning of the study, when participants were, on average, six years and nine months of age, their ability to read and spell words, and their PA and RAN skills were assessed. One year later, the children who had shown diffi culties in learning to read were divided into two groups, based on their progress in learning to read during the course of the study: a group with persistent reading diffi culties and a group whose diffi culties had been overcome. Results showed that both groups performed equally poorly and below controls on the PA tasks at the beginning of the study. In contrast, only the children with persistent reading diffi culties performed more poorly than controls on the RAN tasks at that time. Keywords: Predictors of reading ability, phonological awareness, rapid automatized naming. ResumoEste estudo investigou a contribuição da consciência fonológica (CF) e da nomeação automatizada rápida (RAN) para a persistência de difi culdades na aprendizagem inicial da leitura em português. O estudo foi longitudinal e envolveu 13 crianças que haviam apresentado difi culdades na aprendizagem da leitura durante o ano da alfabetização e 13 crianças com desenvolvimento típico da leitura. A habilidade de ler e escrever palavras, a CF e a RAN foram avaliadas no fi nal do ano de alfabetização, quando as crianças tinham, em média, seis anos e nove meses de idade. Um ano mais tarde, as crianças que haviam apresentado difi culdades na alfabetização foram divididas em dois grupos, com base em seu progresso na habilidade de ler palavras ao longo estudo: um grupo de crianças com difi culdades persistentes e um grupo cujas difi culdades iniciais haviam sido superadas. Os resultados mostraram que ambos os grupos apresentaram défi cits na CF no início do estudo. Por outro lado, apenas as crianças com difi culdades persistentes de leitura manifestaram défi cits na RAN naquela ocasião. Palavras-chave: Preditores da habilidade de leitura, consciência fonológica, nomeação automatizada rápida.

show abstract

Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

Cited by 580 publications

References 57 publications

Specific reading disability (dyslexia): what have we learned in the past four decades?

Specific reading disability (dyslexia): what have we learned in the past four decades?

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese

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