Publication Cover
Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 24, 2018 - Issue 8
493
Views
3
CrossRef citations to date
0
Altmetric
Article

Naming speed as a predictive diagnostic measure in reading and attentional problems

, , , & ORCID Icon
Pages 1115-1128 | Received 05 Apr 2017, Accepted 07 Oct 2017, Published online: 20 Oct 2017

References

  • Al Dahhan, N., Georgiou, G. K., Hung, R., Munoz, D., Parrila, R., & Kirby, J. R. (2014). Eye movements of university students with and without reading difficulties during naming speed tasks. Annals of Dyslexia, 64, 137–150. doi:10.1007/s11881-013-0090-z
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed. ed.). Arlington, VA: American Psychiatric Publishing.
  • Arbuckle, J. L. (2010). SPSS (Statistical Package for the Social Sciences) (Version 19.0) [Computer program]. Chicago, IL: SPSS.
  • Areces, D., Rodríguez, C., González-Castro, P., García, T., & Cueli, M. (2017). Naming Speed and its effect on attentional variables and reading errors depending on the diagnosis. Anales De Psicología, 33(2), 301–310. doi:10.6018/analesps.33.2.239091
  • Bental, B., & Tirosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, 48, 455–463. doi:10.1111/jcpp.2007.48.issue-5
  • Bowers, P. G., & Newby-Clark, E. (2002). The role of naming speed within a model of reading acquisition. Reading and writing. An Interdisciplinary Journal, 15(1), 109–126. doi:10.1023/A:1013820421199
  • Carte, E., Nigg, J. T., & Hinshaw, S. P. (1996). Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD. Journal of Abnormal Child Psychology, 24(4), 481–498. doi:10.1007/BF01441570
  • Chang, Y.-J., Su, F.-H., Tzeng, S.-J., Ko, H.-W., Wu, M.-L., Yang, -C.-C., & Yang, C.-Y. (2014). The contribution of rapid automatized naming to Chinese character recognition. Learning and Individual Differences, 34, 43–50. doi:10.1016/j.lindif.2014.05.010
  • Clikeman, M. S., Guy, K., & Griffin, J. D. (2000). Rapid naming deficits in children and adolescents with reading disabilities and attention deficit hyperactivity disorder. Brain and Language, 74(1), 70–83. doi:10.1006/brln.2000.2337
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cui, J., Georgiou, G. K., Zhang, Y., Li, Y., Shu, H., & Zhou, X. (2017). Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. Journal of Experimental Child Psychology, 154, 146–163. doi:10.1016/j.jecp.2016.10.008
  • Denckla, M. B., & Rudel, R. G. (1976). Rapid Automatized Naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Child Neuropsychology, 14(4), 471–479. doi:10.1016/0028-3932(76)90075-0
  • Donker, M., Kroesbergen, E., Slot, E., Van Viersen, S., & De Bree, E. (2016). Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties. Learning and Individual Differences, 47(4), 80–87. doi:10.1016/j.lindif.2015.12.011
  • Dos Santos, G. F., De Lima, T., & Ciasca, S. M. (2016). Rapid Automatized Naming in 6 and 7 years old students. CEFAC Journal, 18(2), 392–397. doi:10.1590/1982-0216201618210615
  • Elosúa, M. R., García-Madruga, J. A., Gómez-Veiga, I., López-Escribano, C., Pérez, E., & Orjales, I. (2012). Reading skills and academic performance in 3rd and 6th of primary school: Developmental and educational aspects. Estudios De Psicología, 33(2), 207–218. doi:10.1174/021093912800676411
  • Farré, A., & Narbona, J. (2001). EDAH: Scale for the assessment of attention deficit hyperactivity disorder. Madrid: TEA ediciones.
  • Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49–65. doi:10.1177/00222194070400010401
  • García, T., Rodríguez, C., González-Castro, P., Álvarez, D., Cueli, M., & González-Pienda, J. A. (2013). Executive functions in children and adolescents with ADHD and reading difficulties. International Journal of Psychology and Psychological Therapy, 13(2), 179–194.
  • Georgiou, G. K., Papadopoulos, T. C., & Kaizer, E. L. (2014). Different RAN components predict reading at different points in time. Reading and Writing, 27, 1379–1394. doi:10.1007/s11145-014-9496-1
  • Georgiou, G. K., Parrila, R. K., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218–225. doi:10.1016/j.jecp.2012.10.015
  • Georgiu, G. K., Aro, M., Liao, C., & Parrila, R. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology, 143, 48–64. doi:10.1016/j.jecp.2015.10.017
  • González-Castro, P., Rodríguez, C., Cueli, M., García, T., & Alvarez-García, D. (2015). State, trait anxiety and selective attention differences in Attention Deficit Hyperactivity Disorder (ADHD) subtypes. International Journal of Clinical and Health Psychology, 15(2), 105–112. doi:10.1016/j.ijchp.2014.10.003
  • González-Castro, P., Rodríguez, C., López, Á., Cueli, M., & Álvarez, L. (2013). Attention deficit hyperactivity disorder, differential diagnosis with blood oxygenation, beta/theta ratio, and attention measures. International Journal of Clinical and Health Psychology, 13(2), 101–109. doi:10.1016/S1697-2600(13)70013-9
  • Hinshaw, S. P., Carte, E. T., Fan, C., Jassy, J. S., & Owens, E. B. (2007). Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits? Neuropsychology, 21, 263–273. doi:10.1037/0894-4105.21.2.263
  • Kieling, C., Kieling, R. R., Rohde, L. A., Frick, P. J., Moffitt, T., Nigg, J. T., & Castellanos, F. X. (2010). The age at onset of attention deficit hyper-activity disorder. The American Journal of Psychiatry., 167(1), 14–16. doi:10.1176/appi.ajp.2009.09060796
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Gilford Press.
  • Kuperman, V., van Dyke, J. A., & Henry, R. (2016). Eye-movement control in RAN and reading. Scientific Studies in Reading, 20, 173–188. doi:10.1080/10888438.2015.1128435
  • Laasonen, M., Lehtinen, M., Leppämäki, S., Tani, P., & Hokkanen, L. (2010). Project DyAdd: Phonological processing, reading, spelling, and arithmetic in adults with dyslexia or ADHD. Journal of Learning Disabilities, 43(1), 3–14. doi:10.1177/0022219409335216
  • Mazzocco, M. M., & Grimm, K. J. (2013). Growth in rapid automatized naming from Grades K to 8 in children with math or reading disabilities. Journal of Learning Disabilities, 46(6), 517–533. doi:10.1177/0022219413477475
  • Norton, E. S., Black, J. M., Stanley, L. M., Tanaka, H., Gabrieli, J. D. E., Sawyer, C., & Hoeft, F. (2014). Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Neuropsychologia, 61, 235–246. doi:10.1016/j.neuropsychologia.2014.06.015
  • Norton, E. S., & Wolf, M. (2012). Rapid Automatized Naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452. doi:10.1146/annurev-psych-120710-100431
  • Papadopoulos, T. C., Spanoudis, G. C., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7(1217). doi:10.3389/fpsyg.2016.01217
  • Pham, A. V., Fine, J. G., & Clikeman, M. (2011). The influence of inattention and rapid automatized naming on reading performance. Archives of Clinical Neuropsychology, 26, 214–224. doi:10.1093/arclin/acr014
  • Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children. Brain and Cognition, 53, 287–292. doi:10.1016/S0278-2626(03)00128-3
  • Rodríguez, C., Álvarez, D., González-Castro, P., García, J. N., Álvarez, L., Núñez, J. C., … Bernado, A. (2009). ADHD and writing learning difficulties: Comorbidity based on attention and working memory. European Journal of Education and Psychology, 2(3), 181–198. doi:10.1989/ejep.v2i3.34
  • Roessner, V., Banaschewski, T., Fillmer-Otte, A., Becker, A., Albrecht, B., Uebel, H., … Rothenberger, A. (2008). Color perception deficits in co-existing attention-deficit/hyperactivity disorder and chronic tic disorders. Journal of Neural Transmission, 115(2), 235–239. doi:10.1007/s00702-007-0817-2
  • Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781–8785. doi:10.1073/pnas.0503523102
  • Tannock, R., Banaschewski, T., & Gold, D. (2006). Color naming deficits and attention-deficit/hyperactivity disorder: A retinal dopaminergic hypothesis. Behavioral and Brain Functions, 2, 4. doi:10.1186/1744-9081-2-4
  • Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 28(3), 237–252. doi:10.1023/A:1005192220001
  • van den Bos, K. P. (1998). IQ, phonological awareness and continuous-naming speed related to Dutch poor decoding children’s performance on two words identification tests. Dyslexia, 4(2), 73–89.
  • Wechsler, D. (2005). The Wechsler Intelligence Scale for Children (4th ed.). London: Pearson Assessment.
  • Williams, J. R. (2008). Revising the Declaration of Helsinki. World Medical Journal, 54, 120–125.
  • Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1–34. doi:10.1017/S0142716400010122
  • Wolf, M., & Denckla, M. B. (2005). RAN/RAS: Rapid automatized naming and rapid alternating stimulus tests. Austin, TX: Pro-ed.
  • Wolff, U. (2014). RAN as a predictor of reading skills, and vice versa: Results from a randomised reading intervention. Annals of Dyslexia, 64(2), 151–165. doi:10.1007/s11881-014-0091-6
  • Zamora, M. M., López, G. C. H., & Gómez, L. Á. (2009). Comorbidity of attention deficit and hyperactiviy disorder and specific learning difficulties. Revista Colombiana De Psiquiatría, 38(1), 178–194.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.