Increasing the Naming Speed of Poor Readers: Representations Formed across Repetitions

1993 ◽  
Vol 55 (3) ◽  
pp. 297-328 ◽  
Author(s):  
Hope E. Lemoine ◽  
Betty Ann Levy ◽  
Ann Hutchinson
Keyword(s):  
Naming Speed ◽  
Poor Readers

Perceptual Span of Poor Readers

1975 ◽  
Vol 7 (3) ◽  
pp. 297-305 ◽  
Author(s):  
Carl Spring ◽  
Robert Farmer
Keyword(s):  
Linear Relation ◽  
Reading Ability ◽  
Naming Task ◽  
Naming Speed ◽  
Poor Readers ◽  
Perceptual Span ◽  
Phonological Coding ◽  
Average Readers

A model is described attributing narrow perceptual spans of poor readers to abnormally slow phonological coding speed. In a test of the model with elementary-age school boys, (1) poor readers were slower than average readers on a digit naming task; (2) perceptual span for random digits was impaired for poor readers; (3) a linear relation was found between perceptual span and naming speed; and (4) within the limits of reliability, perceptual span and naming speed accounted for the same portion of reading ability variance. Discrepant results are also presented, and possible modifications of the model are discussed.

Evaluating Current Deficit Theories of Poor Reading: Role of Phonological Processing, Naming Speed, Balance Automaticity, Rapid Verbal Perception and Working Memory

2005 ◽  
Vol 101 (2) ◽  
pp. 345-361 ◽  
Author(s):  
Robert Savage ◽  
Ulla Patni ◽  
Norah Frederickson ◽  
Roz Goodwin ◽  
Nicola Smith ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Word Reading ◽  
Naming Speed ◽  
Poor Readers ◽  
Chronological Age ◽  
Size Analysis ◽  
Control Group ◽  
Poor Reading ◽  
Nonword Reading ◽  
Regular Classrooms

To clarify the nature of cognitive deficits experienced by poor readers, 9 10-yr.-old poor readers were matched against 9 chronological age and 9 younger reading age-matched controls screened and selected from regular classrooms. Poor readers performed significantly more poorly than chronological age-matched peers on digit naming speed, spoonerisms, and nonsense word reading. Poor readers were also significantly poorer than reading age-matched controls on nonword reading but were significantly better than reading age-matched controls on postural stability. Analyses of effect sizes were consistent with these findings, showing strong effects for digit naming speed, spoonerisms, and nonword reading. However, effect size analysis also suggested that poor readers experienced moderate difficulties with balance automatisation but did not show verbal speech perception deficits relative to either control group.

Effects of printed word repetition in good and poor readers: An fMRI study

2006 ◽  
Author(s):  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Nicole Landi ◽  
Jay Rueckl ◽  
...  
Keyword(s):  
Poor Readers ◽  
Word Repetition ◽  
Fmri Study ◽  
Printed Word ◽  
Good And Poor Readers

Do You Name Speedy Objects Faster Than Slow Objects: SPEEDED NAMING OR NAMING SPEED? THE AUTOMATIC EFFECT OF OBJECT SPEED ON PERFORMANCE

2018 ◽  
Author(s):  
Moshe Shay Ben-Haim ◽  
Eran Chajut ◽  
Ran Hassin ◽  
Daniel Algom
Keyword(s):  
High Speed ◽  
Mental Representations ◽  
Reading Aloud ◽  
Naming Task ◽  
Naming Speed ◽  
Low Speed ◽  
Everyday Objects ◽  
Pictures And Words

we test the hypothesis that naming an object depicted in a picture, and reading aloud an object’s name, are affected by the object’s speed. We contend that the mental representations of everyday objects and situations include their speed, and that the latter influences behavior in instantaneous and systematic ways. An important corollary is that high-speed objects are named faster than low-speed objects despite the fact that object speed is irrelevant to the naming task at hand. The results of a series of 7 studies with pictures and words support these predictions.

scholarly journals Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties

2017 ◽  
Vol 51 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Shenai Hu ◽  
Maria Vender ◽  
Gaetano Fiorin ◽  
Denis Delfitto
Keyword(s):  
Mandarin Chinese ◽  
Reading Difficulties ◽  
Judgment Task ◽  
Experimental Results ◽  
Chinese Children ◽  
Behavioral Data ◽  
Poor Readers ◽  
Value Judgment ◽  
General Validity ◽  
Truth Value

Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese children were tested with a truth value judgment task. The results reveal that negative sentences were harder to process than affirmative ones, irrespective of the distinction between poor and typical readers. Moreover, poor readers performed worse than typical readers in comprehending sentences, regardless of whether they were affirmative or negative sentences. We interpret the results as (a) confirming the two-step simulation hypothesis, based on the result that the difficulty in processing negation has a general validity (persisting in pragmatically felicitous contexts), and (b) disconfirming that negation, as far as behavioral data are concerned, can be used as a reliable linguistic predictor of reading difficulties.

TEACHING MEANING VOCABULARY: PRODUCTIVE APPROACHES FOR POOR READERS

1992 ◽  
Vol 8 (2) ◽  
pp. 223-241 ◽  
Author(s):  
Steven A. Stahl ◽  
T. Gerard Shiel
Keyword(s):  
Poor Readers
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