Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes? Purpose The objective of this study was to assess and compare the predictive values of group membership for rapid automatized naming (RAN) and phonemic awareness (PA) in Dutch school children with and without reading disabilities (RD) or specific language impairment (SLI). Method A composite word reading index and ... Research Article
Research Article  |   October 01, 2015
Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes?
 
Author Affiliations & Notes
  • Bartholomeus J. A. De Groot
    University of Groningen, The Netherlands
  • Kees P. Van den Bos
    University of Groningen, The Netherlands
  • Bieuwe F. Van der Meulen
    University of Groningen, The Netherlands
  • Alexander E. M. G. Minnaert
    University of Groningen, The Netherlands
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to B. J. A. De Groot: b.j.a.de.groot@rug.nl
  • Editor: Rhea Paul
    Editor: Rhea Paul×
  • Associate Editor: Thomas Klee
    Associate Editor: Thomas Klee×
Article Information
Development / Language Disorders / Specific Language Impairment / Reading & Writing Disorders / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   October 01, 2015
Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes?
Journal of Speech, Language, and Hearing Research, October 2015, Vol. 58, 1538-1548. doi:10.1044/2015_JSLHR-L-14-0019
History: Received January 22, 2014 , Revised July 24, 2014 , Accepted June 30, 2015
 
Journal of Speech, Language, and Hearing Research, October 2015, Vol. 58, 1538-1548. doi:10.1044/2015_JSLHR-L-14-0019
History: Received January 22, 2014; Revised July 24, 2014; Accepted June 30, 2015

Purpose The objective of this study was to assess and compare the predictive values of group membership for rapid automatized naming (RAN) and phonemic awareness (PA) in Dutch school children with and without reading disabilities (RD) or specific language impairment (SLI).

Method A composite word reading index and a formal SLI diagnosis were used to classify a total of 1,267 children aged 8 to 13 years old either as RD-only (n = 126), SLI-only (n = 21), comorbid (RD+SLI; n = 30), or typically developing (n = 1,090). RAN and PA were assessed with 4 standardized subtests. The clinical subgroups were compared to each other and contrasted with the control group.

Results For each subgroup, results indicate substantial effect sizes of RAN and PA. However, the RD-only group seems to be more affected by poor RAN than the SLI-only group, whereas the 2 groups perform equally poorly on PA. The comorbid group was revealed as most severely impaired on all measurements.

Conclusions In studying RD and SLI, this research indicates that it is important to distinguish between RD-only, SLI-only, and comorbid groups. The comorbid group shows additive effects of both disorders.

Acknowledgments
This work was supported by the University of Groningen's Nieuwenhuis institute for educational sciences and youth care. The authors want to express their gratitude to all participating children, parents, and liaisons at schools and institutions for their expended efforts. In addition, the authors want to acknowledge all the hard work involved in the data acquisition by the undergraduate students who contributed to the study.
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