학술논문
Rapid automatized naming skills of children with intellectual disability.
Document Type
Academic Journal
Author
de Chambrier AF; University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland.; Sermier Dessemontet R; University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland.; Martinet C; University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland.; Fayol M; University of Clermont Auvergne, LAPSCO CNRS, Av. Carnot 34, 63000, Clermont, France.
Source
Publisher: Elsevier Ltd Country of Publication: England NLM ID: 101672560 Publication Model: eCollection Cited Medium: Print ISSN: 2405-8440 (Print) Linking ISSN: 24058440 NLM ISO Abbreviation: Heliyon Subsets: PubMed not MEDLINE
Subject
Language
English
ISSN
2405-8440
Abstract
Background: A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task.
Aims: The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills.
Method: 30 children with mild to moderate ID with mixed etiology ( M = 9.4 years-old) were pair-matched to 30 TD children ( M = 4.3 years-old) on phonological awareness- and reading-level. They were all administered color, object, finger, and vowel RAN tasks.
Outcomes and Results: Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers.
Conclusions and Implications: This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities.
Competing Interests: The authors declare no conflict of interest.
(© 2021 The Author(s).)
Aims: The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills.
Method: 30 children with mild to moderate ID with mixed etiology ( M = 9.4 years-old) were pair-matched to 30 TD children ( M = 4.3 years-old) on phonological awareness- and reading-level. They were all administered color, object, finger, and vowel RAN tasks.
Outcomes and Results: Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers.
Conclusions and Implications: This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities.
Competing Interests: The authors declare no conflict of interest.
(© 2021 The Author(s).)