Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties
| Autor: | Donker, Monika, Kroesbergen, Evelyn, Slot, Esther, Van Viersen, Sietske, De Bree, Elise, Leerstoel van Gog, Leerstoel Leseman, Leerstoel van Tartwijk, Leerstoel Luit, Education and Learning: Development in Interaction, Adolescent development: Characteristics and determinants, Education and Learning: Cognitive and Motor Disabilities |
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| Přispěvatelé: | Onderwijsleerproblemen (tot 2012), Developmental Disorders and Special Education (RICDE, FMG), Leerstoel van Gog, Leerstoel Leseman, Leerstoel van Tartwijk, Leerstoel Luit, Education and Learning: Development in Interaction, Adolescent development: Characteristics and determinants, Education and Learning: Cognitive and Motor Disabilities |
| Rok vydání: | 2016 |
| Předmět: |
medicine.medical_specialty
Social Psychology Alphanumeric media_common.quotation_subject Audiology 050105 experimental psychology Rapid Automatized Naming Education Developmental psychology Reading/spelling difficulties Typically developing Reading (process) Taverne Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Rapid automatized naming media_common 05 social sciences Mathematical difficulties 050301 education Cognition Spelling Non-alphanumeric RAN Ran Psychology 0503 education Alphanumeric RAN |
| Zdroj: | Learning and Individual Differences, 47, 80-87. Elsevier Learning and Individual Differences, 47, 80. JAI (Elsevier) |
| ISSN: | 1041-6080 |
| Popis: | Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions surround this relationship. The main objective of the present study was to obtain insight in the relationship between alphanumeric vs. non-alphanumeric RAN and reading/spelling and mathematics in groups of 7-to-10-year-old children with RSD, MD, both RSD. +. MD, and in typically developing (TD) children. Analyses of variance between the groups showed that the RSD and comorbid (RSD. +. MD) groups were impaired on both alphanumeric and non-alphanumeric RAN, whereas the MD group was impaired only on non-alphanumeric RAN. Furthermore, non-alphanumeric RAN correlated with all measures except spelling, whereas alphanumeric RAN correlated with the reading and spelling measures only. These findings point towards different/additional cognitive processes needed in non-alphanumeric RAN compared to alphanumeric RAN, which affects the relationship with literacy and math. |
| Databáze: | OpenAIRE |
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