rapid naming and processing speed

Donna:

Thanks for the info. I don’t know when I’ll read the articles, but I hope I find time in the near future. I was wondering if by “rapid naming” you are referring to the naming of words or the naming of letter names.

Thanks,

Margo

In the article “Naming-Speed Processes, Timing, and Reading: A Conceptual Review” page 387-407 they define naming-speed with naming familiar visual symbols such as “letters, numbers, colors, and simple objects”.

I thought that it was interesting that they found that naming-speed differences were found amoung dyslexic readers in other countries. They found that one study showed that naming-speed was a higher predictor of reading performance than phonological awareness in the German and Dutch language.

Yes, it will take a while to read these! I’m still not done. By the way, I was able to access them all on my ISP.

Donna

What is your ISP, I would like to read these, too. Of course, I can drive out to the local university.

My ISP is showme.net. They have a link called EBSCO. I don’t know much about it but I know that you have to be a member to get access to it. It has tons of journals on-line that is all free. Your local library my have access if you don’t. Worth checking.

I think that the articles are worth a drive to the U if you can’t get it on-line.

Donna in MO

Can you give me the authors? I have access online but wasn’t able to find them.

Beth

Is the naming speed part of the WISC test? If so is it part of the proccessing speed index? I think proccessing speed could be the answer for some but not the answer for all. I have a students whose proccessing speed index on the WISC was 106. His difficulties are in the comprehension area where his index score was 84, he also had a low index score for freedom from distractibility with an index score of 75. With these scores he has a difficult time with reading. We have started working from scratch on phonics with him and he is making significant gains.

I found these 6 articles in the July/Aug 2000 issues of Journal of Learning Disabilities. All are really good. Here are the articles

1. Naming-Speed Processes and Developmental Reading Disabilities An Introduction to the Special Issue on the Double-Deficit Hypothesis: by Wolf, Maryanne; Bowers, Patricia G;

2. Naming Speed, Phonological Awareness, and Orthographic Knowledge in Second Graders. By Manis, Franklin R; Doi, Lisa Michelle; Bhadha, Bhaktawahr

3. Remediating the Core Deficits of Developmental Reading Disability: A Double-Deficit Perspecitve. By Lovett, Maureen W; Steinback, Karen A; Frijters, Jan C

4. A Clinical Rational for Assessing Rapid Automatized Naming in Children with Language Disorders. By Wiig, Elisabeth H.; Zureich, Patricia; Hei-Ning Helen Chan;

5. Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O); A Comprehensive, Fluency-Based Reading Intervention Program. By Wolf, Maryanne; Miller, Lynne; Donnelly, Katherine;

6. Naming-Speed Processes, Timing, and Reading: A Conceptual Review. By Wolf, Maryanne; Bowers, Patricia Greig; Biddle, Kathleen

I am able to get to these article on my server by typing in “search.epnet.com”.

Donna in MO

The articles that I mentioned state that some kids have 1. phonological processing deficits, 2. rapid naming deficits, and 3. both. In the article “Remediating the Core Deficits of Developmental Reading Disability: A Double-Deficit Perspecitve” they find that after 35 hours of word identification training, that significant improvements were seen in all three groups. They state that the greatest gains were seen in the children only having phonological deficits.

Rapid naming can be evlaluated also with tests such as the CTOPP. In these studies that I mention, they talk about the Rapid Automatized Naming (RAN) task designed by Denckla and Rudel (1976).

The first time my son was tested, they said that he had problems with comprehension especially with silent reading. But, they found that because he could not read the words, he could not gleam the information from the story, thus he could not answer the questions ask by the evaluator. So, for him, it is a decoding problem, not a comprehension problem. Just a thought in your case.

Donna in MO

Thanks. I was pulling up some stuff from the same journal using a topic search but nothing very relevant. Not sure why but I’ll try your way if mine doesn’t work using authors.

Thanks for the response. I have a tendancy to agree with you. My son was just placed in an instructional LD class on the 1 Oct because they found a significant descrepancy between his IQ and his reading score on the WIAT. Proir to this since he falls on the autism spectrum he was untestable. Over the past year he has made so many gains they have been finally able to test him. We are going to be starting the audioblox program at home to supplement what the school is doing for him. His class has 9 students with varying disabilities. We feel it would be beneficial to help them supplement his program.

I read these articles when they came out and they are very important if you have a child with word retrieval/speeded naming deficit. (My son 9years old- tested at the 1%tile — it’s a test of rapidly naming colored shapes eg. red circle, blue triangle)

The article on the RAVE-O program is most important because it goes into great detail about the only program I know of that directly addresses the issue of word retrieval. And in some detail, it outlines the various aspects (tools, techniques) they use in the program. I have replicated most of the teaching aids that they use (dice cubes, sliders, wacky words) and it’s been very helpful.

I got my copy of all the articles through my son’s special ed teacher who ordered them through a teacher resource library.
KathleenW

FYI…if anyone with a child with word retrieval is considering PACE, you might want to contact me for details of our PACE program (been there, done that, no help at all!)

KathleenW. I just did a search and realized that you mentioned these articles already when we were talking about rapid naming back in the summer. I should have taken you advice and read them then. Sorry. Somethime I need to hear things twice.

I am very interested in hearing more about what you have done with the RAVE-O program. We are doing PACE with good success but my son still is about 1 year behind in reading plus his reading is very slow. We also did more vision therapy with success but his processing speed with this is very slow. Both of these programs have helped but there seems to still be an underlying problem that is affecting both of these areas. That is why I am wondering if working on his processing speed with help.

Have you heard of Bob Halapin and his “Letter Dynamics” reading program. I believe that it’s new. His program is based on the articles in the Journal of Learning Disabilities (He is the one that suggested I get my hands on them and read them to understand more about his program.) My understanding of his program is that he addresses processing speed, working memory, divided attention, selective attention, and sustained attention. Three of these area are areas that my son struggles with in doing PACE.

Again, I appoligize for not taking your advice the first time. Thanks for your posts!

Donna in MO

Kathleen, You said that your son did PACE. Did he do Master the Code also? If he didn’t maybe that is why my son did so well. He really learned a lot with the MTC program and this has helped to improve his read skills. Now, if I can just get his reading flow and speed improved.

Just a thought.
Donna in MO