Eye Movements and Articulations During a Letter Naming Speed Task (original) (raw)
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Developmental Trends of Visual Processing of Letters and Objects Using Naming Speed Tasks
Frontiers in Human Neuroscience, 2020
Studying the typical development of reading is key to understanding the precise deficits that underlie reading disabilities. An important correlate of efficient reading is the speed of naming arrays of simple stimuli such as letters and pictures. In this cross-sectional study, we examined developmental changes in visual processing that occurs during letter and object naming from childhood to early adulthood in terms of behavioral task efficiency, associated articulation and eye movement parameters, and the coordination between them, as measured by eye-voice span in both the spatial and temporal domains. We used naming speed (NS) tasks, in which participants were required to name sets of letters or simple objects as quickly and as accurately as possible. Single stimulus manipulations were made to these tasks to make the stimuli either more visually and/or phonologically similar to one another in order to examine how these manipulations affected task performance and the coordination b...
The development of the relation between letter-naming speed and reading ability
Bulletin of the psychonomic society, 1983
A discrete-trial reaction time methodology was employed in order to measure the speed with which two groups of first-grade children (one tested twice during the school year) named letters. The relation of letter-naming speed to reading ability, although statistically significant, was much smaller than that observed in previous research in which a continuous-list procedure was employed. It was suggested that this procedure inflates the correlation because it involves many other psychological processes in addition to name retrieval speed. A third-grade group also displayed a weak correlation, but the relationship was reasonably strong in a fifth-grade group. The presence of a strong relationship in groups as advanced in reading as fifth-graders is probably more indicative of differential experience with text than it is of a causal role for name retrieval speed in determining reading ability. Recently, there has been a good deal of research on the question of whether the speed of accessing the name code of a symbolic stimulus is related to reading ability. Although increasing in size, the literature on this issue remains confusing because the designs of the relevant studies differ on several different dimensions, making it difficult to integrate the results of the different experiments. For example, the developmental level of the subjects upon which individual research efforts have focused has varied widely, from adults (Jackson, 1980), to third-grade children (Perfetti, Finger, & Hogaboam, 1978), to first-grade children (Speer & Lamb, 1976; Stanovich, 1981). Some studies have concentrated on examining extremely disabled readers (e.g, Denckla & Rudel, 1976), whereas other studies have formed ability groups based on the partitioning of the natural variation occurring in regular classrooms (e.g., Perfetti et al., 1978; Stanovich, 1981). In addition to subject differences, studies have varied in the tasks chosen to assess name-code access speed. Many studies have used various types of same-different matching tasks (e.g., Jackson, 1980), whereas others have used variants of vocalization tasks (Denckla & Rudel, 1976; Perfetti et al., 1978). When one considers the combinatorial possibilities provided by the dimensions of developmental level, The authors would like to thank Karla M_ Drayton for assistance in data collection. The authors wish to express appreciation to Cecilia Wiar, principal, and the teachers and students of
Component Processes Subserving Rapid Automatized Naming in Dyslexic and Non‐dyslexic Readers
The current study investigated which time components of rapid automatized naming (RAN) predict group differences between dyslexic and non-dyslexic readers (matched for age and reading level), and how these components relate to different reading measures. Subjects performed two RAN tasks (letters and objects), and data were analyzed through a response time analysis. Our results demonstrated that impaired RAN performance in dyslexic readers mainly stem from enhanced inter-item pause times and not from difficulties at the level of post-access motor production (expressed as articulation rates). Moreover, inter-item pause times account for a significant proportion of variance in reading ability in addition to the effect of phonological awareness in the dyslexic group. This suggests that non-phonological factors may lie at the root of the association between RAN inter-item pauses and reading ability. In normal readers, RAN performance was associated with reading ability only at early ages (i.e. in the reading-matched controls), and again it was the RAN inter-item pause times that explain the association.
Cognition, 2008
The relationship between Rapid Automatized Naming (RAN) and reading fluency is well documented (see Wolf & Bowers, 1999 for a review), but little is known about which component processes are important in RAN, and why developmental dyslexics show longer latencies on these tasks. Researchers disagree as to whether these delays are caused by impaired phonological processing or whether extra-phonological processes also play a role (e.g., . We conducted an eye-tracking study that manipulated phonological and visual information (as representative of extra-phonological processes) in RAN. Results from Linear Mixed Effects analyses showed that both phonological and visual processes influence naming speed for both dyslexic and non-dyslexic groups, but the influence on dyslexic readers is greater. Moreover, dyslexic readers' difficulties in these domains primarily emerge in a measure that explicitly includes the production phase of naming. This study elucidates processes underpinning RAN performance in non-dyslexic readers and pinpoints areas of difficulty for dyslexic readers. We discuss these findings with reference to phonological and extra-phonological hypotheses of naming-speed deficits.
Naming Speed in Children with Dyslexia
Journal of Learning Disabilities, 1994
Seven groups of children, comprising three groups of children with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10 year old children with mild learning difficulties (slow learners) matched for reading age with the youngest dyslexic group, undertook a series of tests of naming speed in discrete reaction time format. The children with dyslexia were significantly slower than even their chronological age controls, and equivalent to their reading age controls, on naming colors, digits, and letters, and significantly slower than even their reading age controls on naming pictures of common objects. Overall, performance of the 17 year old children with dyslexia was closest to that of the 8 year old controls. Performance of the slow learners was equivalent to that of the youngest children with dyslexia. The results show that children with dyslexia have persistent, and unexpectedly severe, problems in naming speed for any stimuli, regardless of whether the stimulus requires grapheme-phoneme decoding.
What does rapid naming tell us about dyslexia?
2011
This article summarizes some of the important findings from research evaluating the relationship between poor rapid naming and impaired reading performance. Substantial evidence shows that dyslexic readers have problems with rapid naming of visual items. Early research assumed that this was a consequence of phonological processing deficits, but recent findings suggest that non-phonological processes may lie at the root of the association between slow naming speed and poor reading. The hypothesis that rapid naming reflects an independent core deficit in dyslexia is supported by the main findings: (1) some dyslexics are characterized by rapid naming difficulties but intact phonological skills;
Visual rapid naming and phonological abilities: Different subtypes in dyslexic children
International Journal of Psychology, 2010
One implication of the double-deficit hypothesis for dyslexia is that there should be subtypes of dyslexic readers that exhibit rapid naming deficits with or without concomitant phonological processing problems. In the current study, we investigated the validity of this hypothesis for Portuguese orthography, which is more consistent than English orthography, by exploring different cognitive profiles in a sample of dyslexic children. In particular, we were interested in identifying readers characterized by a pure rapid automatized naming deficit. We also examined whether rapid naming and phonological awareness independently account for individual differences in reading performance. We characterized the performance of dyslexic readers and a control group of normal readers matched for age on reading, visual rapid naming and phonological processing tasks. Our results suggest that there is a subgroup of dyslexic readers with intact phonological processing capacity (in terms of both accuracy and speed measures) but poor rapid naming skills. We also provide evidence for an independent association between rapid naming and reading competence in the dyslexic sample, when the effect of phonological skills was controlled. Altogether, the results are more consistent with the view that rapid naming problems in dyslexia represent a second core deficit rather than an exclusive phonological explanation for the rapid naming deficits. Furthermore, additional non-phonological processes, which subserve rapid naming performance, contribute independently to reading development.Une implication de l’hypothèse du double déficit pour la dyslexie est qu’il devrait y avoir des sous-types de lecteurs dyslexiques qui montrent des déficits de dénomination rapide avec ou sans problèmes concomitants de traitement phonologique. Dans la présente étude, nous avons examiné la validité de cette hypothèse pour l’orthographe portugaise, laquelle est plus cohérente que l’orthographe anglaise, en explorant différents profils cognitifs chez un échantillon d’enfants dyslexiques. Nous étions plus particulièrement intéressés à identifier les lecteurs caractérisés par un déficit pur de dénomination rapide automatisée. Nous avons également examiné si la dénomination rapide et la conscience phonologique expliquent indépendamment les différences individuelles dans la performance à la lecture. Nous avons caractérisé la performance des lecteurs dyslexiques et d’un groupe contrôle de lecteurs normaux jumelés selon l’âge de lecture, la dénomination visuelle rapide et les tâches de traitement phonologique. Nos résultats suggèrent qu’il y a un sous-groupe de lecteurs dyslexiques ayant une capacité de traitement phonologique intacte (à la fois en regard des mesures d’exactitude et de rapidité), mais ayant de pauvres habiletés de dénomination rapide. Nous avons également constaté une association indépendante entre la dénomination rapide et la compétence en lecture dans l’échantillon dyslexique, lorsque l’effet des habiletés phonologiques était contrôlé. En somme, les résultats sont plus compatibles avec le point de vue que les problèmes de dénomination rapide en dyslexie représentent un second noyau de déficit plutôt qu’une explication phonologique exclusive pour les déficits de dénomination rapide. De plus, les traitements non-phonologiques additionnels, lesquels favorisent la performance de dénomination rapide, contribuent indépendamment au développement de la lecture.Una de las consecuencias de la hipótesis del déficit doble de la dislexia es la existencia de subtipos de lectores disléxicos que presentan problemas para el nombramiento rápido sin o con las concomitantes dificultades en el procesamiento fonológico. En este estudio se investigó la validez de esta hipótesis en relación a la ortografía portuguesa, la cuál es más consistente que la ortografía inglesa, a través de la exploración de diferentes profiles cognitivos en una muestra de niños con dislexia. En particular estabamos interesados en la identificación de lectores caracterizados por un déficit puro en el nombramiento automático rápido. También se examinó si es que el nombramiento rápido y la conciencia fonológica explicaban independientemente las diferencias individuales en el rendimiento al leer. Se describió el rendimiento de lectores disléxicos y de un grupo control de lectores normales aparejados en la edad respecto de la lectura, del nombramiento visual rápido y de tareas de procesamiento fonológico. Los resultados sugieren que existe un subgrupo de lectores disléxicos con una capacidad de procesamiento fonológico intacto (ambos en términos de medidas de exactitud y rapidez) pero con pobres habilidades de nombramiento rápido. Además se presentó evidencia de una asociación independiente entre el nombramiento rápido y la compentencia de lectura en la muestra disléxica, cuando se controló el efecto de las habilidades fonológicas. En conjunto estos resultados son consistentes con el postulado de que los problemas de nombramiento rápido en la dislexia representan una segunda limitación central, en lugar de una explicación fonológica exclusiva del déficit del nombramiento rápido. Por otro lado los procesos adicionales no fonológicos, los cuáles promueven el rendimiento del nombramiento rápido, contribuyen independientemente al desarrollo de la lectura.
Visual and Lexical Factors in Naming Speed by Children with Reading Disorders
Perceptual and Motor Skills, 2002
Reaction times of 12 reading disordered and 12 normally reading children and 12 adults were investigated with a visual half-field tachistoscopic picturenaming task. Analysis indicated slower picture-naming times for children with reading disorders. Hemispheric processing models suggested neurolinguisric maturation for rapid picture-naming speed.
Reading and Writing, 2002
An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.