Childhood Development & Learning, Open University, Milton Keynes, UK.
Int J Lang Commun Disord. 2011 Jul-Aug;46(4):473-80. doi: 10.1111/j.1460-6984.2011.00009.x. Epub 2011 Apr 11.
BACKGROUND & AIMS: In order to understand better the lexical access abilities in children with word-finding difficulties, the extent of serial naming speed difficulties in these children as well as the degree to which serial and discrete naming tasks are related to one another and to literacy abilities was investigated. This enabled some of the predictions made in the double-deficit hypothesis of Wolf and Bowers to be tested.
METHODS & PROCEDURES: Eighteen children with word-finding difficulties completed naming and literacy tasks at 8;6 years and literacy tasks at 9;8 years.
OUTCOMES & RESULTS: Children with word-finding difficulties had very slow serial naming, despite their non-verbal and literacy abilities often being in the typical range. Serial and discrete naming speeds were not closely related. The performance on serial naming tasks that involved alphanumeric items provided the strongest correlations with decoding and reading comprehension.
CONCLUSIONS & IMPLICATIONS: Discrete and serial naming tasks appear to assess different aspects of lexical access, and only partial support was obtained for the double-deficit hypothesis. The findings also suggest that a reason for the correlation between the children's serial naming speed for letters/digits and their literacy could be because both are structurally similar tasks.
为了更好地理解有找词困难的儿童的词汇获取能力，研究了这些儿童在连续命名速度方面的困难程度，以及连续和离散命名任务之间的相关性，以及它们与读写能力的相关性，从而验证了沃尔夫和鲍尔斯的双重缺陷假说中的一些预测。
18 名有找词困难的儿童在 8 岁 6 个月时完成了命名和读写能力任务，并在 9 岁 8 个月时完成了读写能力任务。
尽管这些儿童的非言语和读写能力通常处于正常范围内，但他们的连续命名速度非常慢。连续和离散命名速度之间没有密切的关系。涉及字母/数字项目的连续命名任务的表现与解码和阅读理解的相关性最强。
离散和连续命名任务似乎评估了词汇获取的不同方面，仅对双重缺陷假说提供了部分支持。研究结果还表明，儿童字母/数字连续命名速度与其读写能力之间存在相关性的原因可能是因为这两个任务在结构上是相似的。
