de Chambrier Anne-Françoise, Sermier Dessemontet Rachel, Martinet Catherine, Fayol Michel
University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, 1014, Lausanne, Switzerland.
University of Clermont Auvergne, LAPSCO CNRS, Av. Carnot 34, 63000, Clermont, France.
Heliyon. 2021 May 3;7(5):e06944. doi: 10.1016/j.heliyon.2021.e06944. eCollection 2021 May.
A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task.
The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills.
30 children with mild to moderate ID with mixed etiology ( = 9.4 years-old) were pair-matched to 30 TD children ( = 4.3 years-old) on phonological awareness- and reading-level. They were all administered color, object, finger, and vowel RAN tasks.
Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers.
This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities.
快速自动命名（RAN）缺陷被认为与阅读障碍有关，但很少被作为智力障碍（ID）儿童经常面临的阅读困难的潜在解释进行研究。现有研究主要集中在言语心理年龄与正常发育（TD）儿童匹配的ID青少年或成年人身上，或者使用单一的RAN任务。
本研究的目的是比较阅读能力低的ID儿童与阅读能力匹配的TD儿童的RAN模式和技能。
30名病因混合的轻度至中度ID儿童（平均年龄=9.4岁）在语音意识和阅读水平上与30名TD儿童（平均年龄=4.3岁）进行配对。他们都接受了颜色、物体、手指和元音RAN任务。
结果表明，ID儿童具有更多特定领域的RAN技能，并且在大多数RAN任务中比年龄较小的TD同龄人慢得多。
这表明RAN缺陷应被纳入对他们频繁出现的阅读困难的解释中，这可能会开辟新的补救可能性。
