eISSN: 2084-9885
ISSN: 1896-6764
Neuropsychiatria i Neuropsychologia/Neuropsychiatry and Neuropsychology
Current issue Archive Manuscripts accepted About the journal Editorial board Abstracting and indexing Subscription Contact Instructions for authors Ethical standards and procedures
SCImago Journal & Country Rank
vol. 11
Original paper

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

Agata Żesławska-Faleńczyk
Krzysztof Małyszczak

Neuropsychiatria i Neuropsychologia 2016; 11, 2: 47–55
Online publish date: 2016/09/19
View full text
Get citation
JabRef, Mendeley
Papers, Reference Manager, RefWorks, Zotero
Aim 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 (numbers and letters) was the easiest task for the dyslexic and control group.

Conclusions: Our results confirm the double-deficit hypothesis of dyslexia, which indicates the relationship between reading difficulties and two separate deficits: phonological deficit and rapid naming deficit.

rapid naming, double-deficit hypothesis, dyslexia

Quick links
© 2020 Termedia Sp. z o.o. All rights reserved.
Developed by Bentus.
PayU - płatności internetowe