Tufts University, Medford, Massachusetts.
Ann Dyslexia. 1984 Jan;34(1):87-115. doi: 10.1007/BF02663615.
In research in the cognitive and neurosciences, a co-occurrence between naming and reading disorders has been found in children and aphasic adults. Evidence from a completed cross-sectional study will be briefly summarized and an ongoing longitudinal study will be presented to suggest that factors disrupting specific stages of the naming process can impede the development of children's reading in particular, perhaps predictable, ways. Based on the components of a neurolinguistic model of naming, a battery of naming and reading tests was administered to a longitudinal sample of 115 children before, during, and after reading acquisition. Preliminary trends indicate that poor readers are significantly different (p<.001) from average readers on all naming tests except those emphasizingreceptive vocabulary perception. Tests emphasizing retrieval rate are best able to predict patterns of naming performance and errors characterize specific subgroups of the dyslexias.
在认知神经科学的研究中，儿童和失语症成年人的命名和阅读障碍之间存在共同发生。将简要总结一项已完成的横断面研究的证据，并介绍一项正在进行的纵向研究，以表明干扰命名过程特定阶段的因素可能会以特定的、可预测的方式阻碍儿童阅读的发展。基于命名的神经语言学模型的组成部分，对 115 名儿童进行了一系列命名和阅读测试，这些儿童是在阅读习得之前、期间和之后的纵向样本。初步趋势表明，阅读困难的儿童在所有命名测试中（除了强调接受性词汇感知的测试外）都与普通阅读者显著不同（p<.001）。强调检索率的测试最能够预测命名表现的模式，并且错误特征化了特定的阅读障碍亚组。
