Object‐naming deficits in developmental dyslexia

Object‐naming deficits in developmental dyslexia ABSTRACT This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten‐year‐old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8‐year‐old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine‐year‐old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical‐phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Reading Wiley

Object‐naming deficits in developmental dyslexia

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Publisher
Wiley
Copyright
Copyright © 1988 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0141-0423
eISSN
1467-9817
D.O.I.
10.1111/j.1467-9817.1988.tb00152.x
Publisher site
See Article on Publisher Site

Abstract

ABSTRACT This paper reports two experiments which focus on the object naming deficits of dyslexic readers. In Experiment 1, dyslexic and normal readers were asked to name objects depicted by pictures or following their spoken definition. Ten‐year‐old dyslexics named fewer objects correctly than other children of a similar age, performing only as well as a younger group of 8‐year‐old normal readers. This was true irrespective of the modality through which they were tested. In terms of naming latency, however, they were similar to comparison groups. In Experiment 2, nine‐year‐old dyslexic and normal readers performed as well as each other in a receptive vocabulary test in which pictures had to be matched to spoken words. However, once again, on a picture naming test, the dyslexics did less well than controls. We argue that dyslexic children are subject to verbal naming difficulties which cannot be accounted for by generally low levels of vocabulary knowledge. Their problems are attributable not to difficulties in semantic representation but to difficulties with the lexical‐phonological representation of spoken words they know. We propose that, in turn, these difficulties are related to their memory and reading problems.

Journal

Journal of Research in ReadingWiley

Published: Sep 1, 1988

References

  • The development of word recognition processes
    UNDERWOOD, UNDERWOOD; BRINGGS, BRINGGS

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