Katz R B, Shankweiler D
Cortex. 1985 Dec;21(4):617-25. doi: 10.1016/s0010-9452(58)80009-x.
The claim has been advanced that children with severe reading disability are generally deficient in word retrieval compared with normal readers. Support for the claim is based largely on studies of rapid naming of repetitively presented pictured objects or other nameable stimuli, a task which is apparently more sensitive to retrieval problems than the confrontation naming of items presented singly. The purpose of this study was to examine whether there is a general relationship between word retrieval speed and reading ability in beginning readers. Although such a relationship has not been detected with confrontation naming, repetitive naming may provide a more sensitive test. Accordingly, second-grade children were required to name as rapidly as possible repeated presentations of five pictured items drawn from a single category. Separate naming tests were made for objects, colors, animals, letters, and words. The results showed that there was no relationship between reading ability and naming times when the test items were selected from sets of objects, colors, or animals, whereas on letters and words, a significant relationship was found. The less-skilled readers were not, therefore, consistently slower in all repetitive naming situations. Instead their word retrieval deficits extended only to the orthographic materials.
有一种观点认为，与正常读者相比，患有严重阅读障碍的儿童在单词提取方面通常存在缺陷。对这一观点的支持主要基于对重复呈现的图片物体或其他可命名刺激的快速命名研究，这项任务显然比单个呈现项目的直接命名对提取问题更敏感。本研究的目的是检验在初学阅读者中，单词提取速度与阅读能力之间是否存在普遍关系。尽管在直接命名中未发现这种关系，但重复命名可能提供更敏感的测试。因此，要求二年级学生尽可能快地对从单一类别中抽取的五个图片项目的重复呈现进行命名。对物体、颜色、动物、字母和单词分别进行命名测试。结果表明，当测试项目从物体、颜色或动物组中选择时，阅读能力与命名时间之间没有关系，而在字母和单词方面，则发现了显著关系。因此，阅读能力较差的读者在所有重复命名情况下并非始终较慢。相反，他们的单词提取缺陷仅扩展到正字法材料。
