Meyer M S, Wood F B, Hart L A, Felton R H
Section of Neuropsychology, Bowman Gray School of Medicine, Winston-Salem, NC 27157-1043, USA.
J Learn Disabil. 1998 Mar-Apr;31(2):106-17. doi: 10.1177/002221949803100201.
This study considers the differential predictive value of rapid naming tests for various aspects of later reading, where the differential is between nondisabled and poor readers. Two large-N longitudinal samples of students who have been evaluated from third through eighth grades are studied: (a) a randomly accessed, normally distributed group including students with varying degrees of reading ability (N = 154), and (b) a group of poor readers whose single-word reading in third grade is at or below the population 10th percentile (N = 64). Outcomes in fifth and eighth grade were measured in both groups. Single-word reading in both grades was strongly predicted from third-grade rapid naming only within the poor readers, even when IQ, socioeconomic status, and third-grade single-word reading were statistically controlled. Although rapid naming had predictive value within the large, normally distributed group, its predictive power was entirely absent in the average-reading nondisabled students who were between the 10th and 90th percentiles (n = 122). The fact that rapid naming has predictive power only for poor readers but not for average readers is interpreted as suggesting that impaired readers are qualitatively different from the normal-reading population and are not simply the "tail" of a normal distribution of reading ability. It also seems that it is the automaticity of retrieval, not the knowledge of names itself (as in confrontational naming tasks), that gives the predictive power in rapid naming. These data are considered in light of the one- and two-factor theories of the underlying processes involved in reading disability or dyslexia.
本研究考察了快速命名测试对后期阅读各方面的差异预测价值，这种差异存在于非阅读障碍者和阅读能力差的读者之间。对从三年级到八年级接受评估的两组大样本纵向研究对象进行了研究：（a）一个随机抽取的、呈正态分布的群体，包括阅读能力不同程度的学生（N = 154），以及（b）一组阅读能力差的学生，他们三年级时的单字阅读水平处于或低于总体第10百分位数（N = 64）。对两组学生在五年级和八年级的阅读结果进行了测量。仅在阅读能力差的学生组中，从三年级快速命名能强烈预测出这两个年级的单字阅读情况，即便在对智商、社会经济地位和三年级单字阅读进行了统计控制之后也是如此。虽然快速命名在大的、呈正态分布的群体中有预测价值，但在阅读水平处于第10至90百分位数之间的平均阅读水平非阅读障碍学生（n = 122）中，其预测能力完全不存在。快速命名仅对阅读能力差的读者有预测能力而对平均阅读水平的读者没有，这一事实被解释为表明阅读障碍者在质上与正常阅读人群不同，并非仅仅是阅读能力正态分布的“尾部”。似乎也是提取的自动性，而非名称知识本身（如在对答命名任务中），赋予了快速命名的预测能力。根据阅读障碍或诵读困难所涉及的潜在过程的单因素和双因素理论对这些数据进行了考量。
