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Longitudinal course of rapid naming in disabled and nondisabled readers

  • Part II Consequences And Correlates Of Dyslexia: Beyond Phoneme Awareness
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Abstract

The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation (at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2, the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample tested in Grades 1, 3, 5, and 8 are presented in the appendix.

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Authors and Affiliations

  1. Section of Neuropsychology, Wake Forest University School of Medicine, Medical Center Blvd., 27157-1043, Winston-Salem, N.C.

    Marianne S. Meyer, Frank B. Wood, Lesley A. Hart & Rebecca H. Felton

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  1. Marianne S. Meyer
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  2. Frank B. Wood
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  3. Lesley A. Hart
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  4. Rebecca H. Felton
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Correspondence to Marianne S. Meyer.

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Meyer, M.S., Wood, F.B., Hart, L.A. et al. Longitudinal course of rapid naming in disabled and nondisabled readers. Ann. of Dyslexia 48, 89–114 (1998). https://doi.org/10.1007/s11881-998-0005-6

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  • DOI: https://doi.org/10.1007/s11881-998-0005-6

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