Comparison of Rapid Naming Abilities in Language-Learning-Disabled and Academically Achieving Eight-Year-Olds
- 1 January 1982
- journal article
- Published by American Speech Language Hearing Association in Language, Speech, and Hearing Services in Schools
- Vol. 13 (1) , 11-23
- https://doi.org/10.1044/0161-1461.1301.11
Abstract
This study evaluated the sensitivity of two independent rapid naming tests, Naming Pictured Objects and Producing Names on Confrontation, in differentiating 16 children with language and learning disabilities from 16 age peers with normal language development and academic achievement. Total naming time and accuracy measures on the Naming Pictured Objects Test and Producing Names on Confrontation: Card III task (color-form combinations) differentiated between the two groups at the .01 level of significance. Among children with language and learning disabilities, measures of total naming time increased significantly as the accuracy of naming decreased on both tasks (pictured objects and color-form combinations). The interrelationship between total naming time and accuracy measures proved positive and significant in this group on both naming tasks. All LLD children with evidence of word-finding difficulties in spontaneous speech (14 of 16) were identified by total naming time measures on the Naming Pictured Objects Test which fell above +1 SD of the mean for the control group. We suggest that the Naming Pictured Objects Test may be used as a quick screening measure for word-finding difficulties among first- and second-graders.Keywords
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