Evaluación de la velocidad de nombrar en las dificultades de aprendizaje de la lectura

  1. María del Rosario Ortiz González
  2. María Isabel Hernández Valle
  3. Adelina Estévez Monzó
  4. Mercedes Rodrigo López
  5. Remedios Guzmán Rosquete
  6. Eduardo García Miranda
  7. Alicia Díaz Megolla
  8. Juan Eugenio Jiménez González
  9. Sergio Hernández Expósito

ISSN: 0214-9915

Year of publication: 2004

Volume: 16

Issue: 3

Pages: 442-447

Type: Article


Naming speed assessment in reading disabilities. The present study was designed to examine if the reading disabled (RD) children with phonological deficit show deficits in naming speed using a reading-level match (RLM) design. A sample of 97 children (52 male, 45 female) was classified into three groups: an experimental group of 29 RD children of 4th grade; a control group of 41 normal readers matched in age with the RD, and a control group of 27 younger children of 2nd grade matched in reading level with the RD group. Children were tested in naming speed using the Denckla and Rudel (1976) technique named Rapid Automatized Naming (RAN). Results showed that the RD children were slower than their age matched controls, but similar to their reading level matched controls. This finding suggests that RD children with phonological deficit did not show deficit in naming speed

Bibliographic References

  • Ackerman, P.T. y Dykman, R.A. (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
  • Badian, N.A. (1996). Dyslexia: Does it exist? Dyslexia, garden-variety poor reading, and the double-deficit hypothesis. Presentado al Meeting on the Orton Dyslexia Society, Boston, MA.
  • Badian, N.A. (1997). Dyslexia and the double-deficit hypothesis. Annals of Dyslexia, 47, 69-87.
  • Bowers, P.G. (1993). Text reading and rereading: Predictors of fluency beyond word recognition. Journal of Reading Behavior, 25, 133-153.
  • Bowers, P.G. (2001). Exploration of the basis for rapid naming’s relationship to reading. En M. Wolf (Ed.), Dyslexia, fluency and the brain (pp.41-63). Maryland: York press.
  • Bowers, P.G. y Swanson, L.B. (1991). Naming speed deficit in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219.
  • Bowers, P.G. y Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
  • Cattell, R.B. y Cattell, A.K.S. (1999). Factor «g» . Madrid: TEA (orig. 1968).
  • Cornwall, A. (1992). The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. Journal of Learning Disabilities, 25, 532-538.
  • Cuetos, F., Rodríguez, B. y Ruano, E. (1996). Batería de Evaluación de los procesos lectores de los niños de Educación Primaria (PROLEC). Madrid: T.E.A.
  • Cutting, L., Carlisle, J. y Denckla, M.B. (1998, april). A model of the relationships among rapid automatized naming (RAN) and other predictors of word reading. Poster presented at the annual meeting of the Society for the Scientific Study of Reading. San Diego, CA.
  • De Vega, M., Carreiras, M., Gutiérrez, M. y Alonso-Quecuty, M.L. (1990). Lectura y Comprensión. Una perspectiva cognitiva. Madrid: Alianza Editorial.
  • Denckla, M.B. y Rudel, R.G. (1976). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
  • Fawcet, A.J. y Nicolson, R.I. (1994). Naming speed in children with dyslexia. Journal of Learning Disabilities, 27, 641-646.
  • Guzmán, R. y Jiménez, J.E. (2001). Estudio normativo sobre parámetros psicolingüisticos en niños de 6 a 8 años: la familiaridad subjetiva. Cognitiva 2, 153-191.
  • Jiménez, J.E. (1995). Evaluación de la conciencia fonológica. En J.E. Jiménez y M.R. Ortiz, Conciencia fonológica y aprendizaje de la lectura (pp. 74-78). Madrid: Síntesis.
  • Jiménez, J.E., Díaz, A., Ortiz, M.R., Rodrigo, M., García, E., Guzmán, R., Hernández-Valle, I., Estevéz, A. y Hernández, S. (2002, junio) SICO- LE: A tutorial intelligent system in assessing and remedial education of reading disabilities in the Spanish language. Presentado en International Conference Multilingual and Cross-Cultural Perspectives on Dyslexia, Washington, D.C.
  • Kirby, J.R, Parrilla, R.K. y Pleiffer, S. (2001, jul./ago.). Naming speed and phonological awareness as predictors of reading development. Poster presentado al Annual Meeting of the Society for the Scientific Study of Reading. Boulder CO.
  • Korhonen, T.T. (1995). The persistence of rapid naming problems in children with reading disabilities: A nine-year follow-up. Journal of Learning Disabilities, 28, 232-239.
  • Lovett, M.W., Steinbach, K.A. y Frijters, J.C. (2000). Remediation the core deficit of developmental reading disability. A double-deficit perspective. Journal of Learning Disabilities, 33, 334-358.
  • Manis, F. y Doi, L. (1995). Word naming speed, phonological coding and orthographic knowledge in dyslexic and normal readers. Presentado al Annual Meeting of the Society for Research in Child Development, Indianapolis, IN.
  • Manis, F., Doi, L. y Badha, B. (2000). Naming speed, phonological awareness and orthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.
  • Morris, R., Stuebing, K., Fletcher, J., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J. y Shaywitz, B.A. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 1-27.
  • Meyer, M.S., Wood, F.B., Hart, L.A. y Felton, R.H. (1998). The selective predictive values in rapid automatized naming within poor readers Journal of Learning Disabilities, 31, 106-117.
  • Näslund, J.C. y Schneider, W. (1991). Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance. European Journal of Psychology of Education, 4, 375-392.
  • Novoa, L. y Wolf, M. (1984, abril). Word-retrieval and reading in bilingual children. Poster presentado en Boston University Language Conference, Boston, MA.
  • Olson, R.K. (1995). Language deficits in «specific» reading disability. En M. Gernsbacher (Ed.), Handbook of psycholinguistics. San Diego: CA. Academic Press.
  • Pennington, B.F., Van Orden, G.C., Smith, S.D., Green, P.A. y Haith, M.M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 7, 61, 1.753-1.778.
  • Pennington, B.F., Cardoso, C., Green, P.A. y Lefly, D.L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Wrinting: An Interdisciplinary Journal, 14, 707- 755.
  • Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.
  • Sánchez, J. e Hidalgo, Mª D. (1990). Implicaciones de la codificación visual en el retraso específico en lectura. Psicothema, 2, 35-48.
  • Torgesen, J.K.,Wagner, R.K., Rashotte, C.A., Burgess, S. y Hecht, S. (1977). Contribution of phonological awareness and rapid automatic naming ability to the growth of word reading skills in second-to-fifthgrade children. Scientific Studies of Reading, 1, 161-185.
  • Van den Bos, K.P. (1998). IQ, phonological awareness and continuous-naming speed related to Dutch poor decoding children’s perfomance on two word identification tests. Dyslexia, 4, 73-89.
  • Van den Bos, K.P., Zijlstra, B.H.J. y Spelberg, H.C. (2002). Life-Span data on continuous-naming speeds of numbers, letters, colors, and picture-objects, and word-reading speed. Scientific Studies of Reading, 6, 25-49.
  • Wagner, R.K., Torgesen, J.K. y Rashotte, C.A. (1994). The development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
  • Wagner, R.K., Torgesen, J.K., Rashotte, C.A., Hech, S.A., Barker, T.A., Burgess, S.A., Donahue, J. y Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A five longitudinal study. Developmental Psychology. 33, 468-479.
  • Wimmer, H., Mayringer, H. y Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668-680.
  • Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-141.
  • Wolf, M. (1997). A provisional, integrative account of phonological an naming-speed deficit in dyslexia: Implications for diagnosis and intervention. En B. Blachman (Ed.), Foundations of reading acquisition (pp. 67-92). Hillsdale, NJ: Erlbaum.
  • Wolf, M. y Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
  • Wolf, M. y Bowers, P.G. (2000). The question of naming-speed deficits in developmental reading disability: An introduction to the Double-Deficit hypothesis. Journal of Learning Disabilities (33), 322-324.
  • Wolf, M., Bally, H. y Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1.000.
  • Wolf, M. Bowers, P.G. y Bidle, K. (2000). Naming-speed processes, timing and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
  • Wolff, P.H., Michel, G. y Ovrut, M. (1990). Rate variables and automatized naming in developmental dyslexia. Brain and Language, 39, 556- 575.
  • Yap, R.A. y Van der Leij, A. (1993). Word processing in dyslexics: An automatic decoding deficit?. Reading and Writing: An Interdisciplinary Journal, 5, 261-279.
  • Young, A. y Bowers, P.G. (1995). Individual differences and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428-454.