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Rapid Naming (rapid + naming)

Distribution by Scientific Domains

Medical Sciences	50%

Selected Abstracts

Familial dyslexia: neurocognitive and genetic correlation in a large Finnish family

DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 9 2002
Jaana Nopola-Hemmi MD
Neuropsychological findings of individuals with dyslexia (n=24) from a large, three-generation Finnish family are presented. We have previously performed whole genome linkage scanning in this family and found that dyslexia in this kindred segregates with a single locus in the pericentromeric area of chromosome 3. Those included in the analyses were carefully evaluated for general cognitive ability, reading and spelling skills, and reading-related neurocognitive skills. The neurocognitive type of dyslexia segregating in this family consisted of deficits in phonological awareness, verbal short-term memory, and rapid naming. Severe dyslexia also seemed to be connected with a general language difficulty and was most common in the eldest generation. [source]

Cognitive profiles of chinese adolescents with dyslexia

DYSLEXIA, Issue 1 2010
Kevin K. H. Chung
Abstract The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with and without dyslexia and examined the cognitive profile of dyslexic adolescents in order to better understand this important problem. The performance of 27 Chinese adolescents with childhood diagnoses of dyslexia was compared with 27 adolescents of the same chronological age (CA) and 27 of matched reading level (RL) on measures of literacy and cognitive abilities: Chinese word reading, one-minute reading, reading comprehension, dictation, verbal short-term memory, rapid naming, visual-orthographic knowledge, morphological and phonological awareness. The results indicated that the dyslexic group scored lower than the CA group, but similar to the RL group, especially in the areas of rapid naming, visual-orthographic knowledge and morphological awareness, with over half having multiple deficits exhibited 2 or more cognitive areas. Furthermore, the number of cognitive deficits was associated with the degree of reading and spelling impairment. These findings suggest that adolescents with childhood diagnoses of dyslexia have persistent literacy difficulties and seem to have multiple causes for reading difficulties in Chinese. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based intervention

JOURNAL OF RESEARCH IN READING, Issue 3 2007
Helen E. Whiteley
This longitudinal project identified young children at risk of literacy difficulties and asked why some of these children fail to benefit from phonologically based intervention. Reception class children were screened to identify a group at risk of literacy difficulties and a matched group of children not at risk. Profiles were compiled for each child including measures of reading, spelling, memory, rapid naming, vocabulary and phonological awareness. A daily, 15-week, small group intervention was implemented with 67 at-risk children. Those who had not made progress in their literacy following this intervention participated in a second, individually administered intervention. The results indicate that letter knowledge and expressive vocabulary are key factors mediating a child's ability to benefit from a phonologically based intervention. Findings are discussed in the context of a lexical restructuring account of the development of spoken word recognition. [source]

Growth in Precursor and Reading-Related Skills: Do Low-Achieving and IQ-Discrepant Readers Develop Differently?

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2002
Kimberly J. O'Malley
Poor readers who met low achievement and IQ-discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading-related skills to evaluate developmental differences prior to students' identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ-discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual-motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low-achieving readers demonstrated poorer performance and development in all skills, while the IQ-discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two-group classification of reading disabilities based on IQ-discrepancy. [source]