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Serial rapid naming skills in children with reading disabilities

  • Part II Identifying The Deficits Underlying Dyslexia
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Abstract

This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD.

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Author information

Authors and Affiliations

  1. Dept. of Communicative Disorders, California State University, Long Beach, 1250 Bellflower Blvd., 90840, Long Beach, CA

    Lynn S. Snyder

  2. University of Colorado, Boulder, Colorado

    Doris M. Downey

Authors
  1. Lynn S. Snyder
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  2. Doris M. Downey
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Additional information

This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01 from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author.

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Snyder, L.S., Downey, D.M. Serial rapid naming skills in children with reading disabilities. Annals of Dyslexia 45, 29–49 (1995). https://doi.org/10.1007/BF02648211

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