Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder
Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a giv...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2016-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.00021/full |
| _version_ | 1828487293349920768 |
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| author | Luciana eMendonça Alves Cláudia Machado Siqueira Maria do Carmo Mangelli Ferreira Juliana Flores Mendonça Alves Debora Fraga Lodi Lorena eBicalho Leticia Correa Celeste |
| author_facet | Luciana eMendonça Alves Cláudia Machado Siqueira Maria do Carmo Mangelli Ferreira Juliana Flores Mendonça Alves Debora Fraga Lodi Lorena eBicalho Leticia Correa Celeste |
| author_sort | Luciana eMendonça Alves |
| collection | DOAJ |
| description | Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia. |
| first_indexed | 2024-12-11T09:48:14Z |
| format | Article |
| id | doaj.art-a85a03ab3d76495ca12895228e85d800 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T09:48:14Z |
| publishDate | 2016-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-a85a03ab3d76495ca12895228e85d8002022-12-22T01:12:30ZengFrontiers Media S.A.Frontiers in Psychology1664-10782016-01-01710.3389/fpsyg.2016.00021159959Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity DisorderLuciana eMendonça Alves0Cláudia Machado Siqueira1Maria do Carmo Mangelli Ferreira2Juliana Flores Mendonça Alves3Debora Fraga Lodi4Lorena eBicalho5Leticia Correa Celeste6Centro Universitário Metodista Izabela Hendrix (Izabela Hendrix University)Universidade Federal de Minas GeraisUniversidade Federal de Minas GeraisUniversidade Federal de Minas GeraisUniversidade Federal de Minas GeraisUniversidade Federal de Minas GeraisUniversidade de Brasília - UnBIntroduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.00021/fullCognitionDyslexiaADHDEvaluationrapid automatized naming (RAN) |
| spellingShingle | Luciana eMendonça Alves Cláudia Machado Siqueira Maria do Carmo Mangelli Ferreira Juliana Flores Mendonça Alves Debora Fraga Lodi Lorena eBicalho Leticia Correa Celeste Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder Frontiers in Psychology Cognition Dyslexia ADHD Evaluation rapid automatized naming (RAN) |
| title | Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder |
| title_full | Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder |
| title_fullStr | Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder |
| title_full_unstemmed | Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder |
| title_short | Rapid naming in Brazilian students with dyslexia and Attention Deficit Hyperactivity Disorder |
| title_sort | rapid naming in brazilian students with dyslexia and attention deficit hyperactivity disorder |
| topic | Cognition Dyslexia ADHD Evaluation rapid automatized naming (RAN) |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2016.00021/full |
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