Wolf M, Goodglass H
Brain Lang. 1986 May;28(1):154-68. doi: 10.1016/0093-934x(86)90098-2.
Results from a 3-year longitudinal investigation of confrontation naming in 98 children (75 average readers, 14 severely impaired readers, 9 bilingual readers) indicate: kindergarten performance on confrontation naming predicts Grade 2 reading performance, particularly reading comprehension; confrontation naming differentiates average from severely impaired readers; and lexical retrieval, not vocabulary knowledge, is the major source of difference between reading groups. Findings on lexical retrieval are integrated with research on naming access speed. The implications of these results for specification of dyslexia subgroups are discussed.
对98名儿童（75名普通阅读者、14名严重阅读障碍者、9名双语阅读者）进行的为期3年的视读命名纵向调查结果表明：幼儿园视读命名表现可预测二年级阅读表现，尤其是阅读理解；视读命名可区分普通阅读者和严重阅读障碍者；词汇检索而非词汇知识是阅读组之间差异的主要来源。关于词汇检索的研究结果与命名获取速度的研究相结合。讨论了这些结果对阅读障碍亚组分类的意义。
