Speed Reading Articles |
|
Index Index Articles Download Registration Sub vocalization Wide your span eye Words games
|
Does a Visual-Orthographic Deficit Contribute to Reading Disability? Continued from page 15.Previous|NextWechsler, D. (1974). Wechsler intelligence scale for children-revised. San Antonio, TX: The Psychological Corporation. Wechsler, D. (1991). Wechsler intelligence scale for children-third edition. San Antonio, TX: The Psychological Corporation. Willows, D. M., Kruk, R. S., & Corcos, E. (1993). Are there differences between disabled and normal readers in their processing of visual information? In D. M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp. 265-285). Hillsdale, NJ: Erlbaum Associates. Willows, D. M., & Terepocki, M. (1993). The relation of reversal errors to reading disabilities. In D. M. Willows, R. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp. 31-56). Hillsdale, NJ: Erlbaum Associates. 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 and naming-speed deficits in dyslexia: Implications for diagnosis and intervention. In B. Blachman (Ed.), Cognitive and linguistic foundations of reading acquisition: Implications for intervention research (pp. 67-92). Hillsdale, NJ: Erlbaum Associates. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438. Wolf, M., & Bowers, P. G. (2000). Naming-speed deficits in developmental reading disabilities: An introduction to the special series on the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322-333. Wolf, M., & Denckla, M. (2005). The rapid automatized naming and rapid alternating stimulus tests. Austin, TX: PRO-ED. Wolff, P. H., & Melngailis, J. (1996). Reversing letters and reading transformed text in dyslexia: A reassignment. Reading and Writing: An Interdisciplinary Journal, 8, 341-355. Woodcock, R. W. (1987). Woodcock reading mastery tests-revised. Circle Pines, MN: American Guidance Service. Manuscript received September 23, 2004. Final version accepted March 8, 2005. Nathlie A. Badian Harvard Medical School and Children`s Hospital Boston, Massachusetts Address correspondence to: Nathlie Badian, 101 Monroe Road, Quincy, MA 02169. Tel.: 617-496-5881; fax: 617-471-0986; e-mail: nathlieb@aol.com Effects of Mora Deletion, Nonword Repetition, Rapid Naming, and Visual Search Performance on Beginning Reading in Japanese Annals of Dyslexia , Jun 2005 by Kobayashi, Maya Shiho, Haynes, Charles W, Macaruso, Paul, Hook, Pamela E, Kato, Junko Continued from page 2.Previous|NextRAPID AUTOMATIZED NAMING (RAN) Traditional RAN tasks require individuals to scan stimuli consisting of a series of five to six randomly repeated colors, objects, numbers, or letters, and simultaneously to retrieve and produce the names of the stimuli as quickly as possible (Denckla & Rudel, 1972,1974,1976). It has been shown that performance on RAN tasks predicts future reading achievement in English-speaking children (e.g., Badian, 1994; Badian, McAnulty, Duffy, & AIs, 1990; Meyer et al., 1998a; Wolf & Bowers, 1999). In particular, performance with letters and numbers best predicts accuracy of oral reading in early grades, and speed of reading in later grades (Manis, Seidenberg, & Doi, 1999). The various RAN tasks have also been found to relate to different aspects of reading. For instance, Badian et al. (1990) reported that in kindergartners, RAN for numbers is a better predictor of reading speed and accuracy than RAN for objects. Wolf (1991) suggests that RAN for objects might be more related to comprehension abilities, and that differences in predictive power of various RAN tasks hinge on the developmental abilities of the readers. A number of studies indicate that deficits in naming speed differentiate individuals with reading disabilities from average readers (Badian, Duffy, AIs, & McAnulty, 1991; Denckla & Rudel, 1976; Scarborough, 1998; Wolf, 1991). Longitudinal studies in English show that RAN deficits found in kindergarten tend to persist into later grades (Meyer, Wood, Hart, & Felton, 1998b; Scarborough, 1998) and even into adulthood (Meyer et al., 1998b). Significant deficits in RAN have also been noted in children with reading difficulties in alphabetic languages more regular than English such as Finnish and German (Korhonen, 1995; Wimmer, 1993). Theories vary as to why RAN performance correlates with reading skills. Most researchers believe that central to this relationship is the link between visual and auditory processing. Bowers and Wolf (1993) argue that the speeded component of visual to auditory transfer is critical and hypothesize a direct impact on the development of a sight word vocabulary. According to this view, when individual letters and sounds are not processed in close enough temporal proximity, it impedes the formation of orthographic patterns linked to phonological representations. Wolf and Obregon (1992) found that it is the interstimulus interval (ISI) between RAN items that differs in good and poor readers, and hypothesize that processing delays in poor readers are related to the inhibitory requirements of shifting from naming one visual symbol to retrieving the name of the next symbol. Manis, Seidenberg, and Doi (1999) argue, however, that orthographic deficits seen in poor readers are more related to limitations in learning a rbitrary associations. Others stress that rapid automatized naming is part of a more general phonological ability and poor readers are considered to be less adept at retrieving phonological codes from long-term memory (Wagner et al., 1999). Speed reading index
Copyright c 2005-2006 www.magicspeedreading.com. All Rights Reserved.
|
|
| | ||||||||||||||||