Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study
Background. Confrontation naming tasks are useful in the assessment of children with learning and language disorders. Objectives. The aims of this study were (1) providing longitudinal data on confrontatio...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2015-01-01
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| Series: | Behavioural Neurology |
| Online Access: | http://dx.doi.org/10.1155/2015/981548 |
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| Summary: | Background.
Confrontation naming tasks are useful in the
assessment of children with learning and
language disorders. Objectives.
The aims of this study were (1) providing
longitudinal data on confrontation naming; (2)
investigating the role of socioeconomic status
(SES), intelligence, age, and gender in
confrontation naming; (3) identifying relationship
between confrontation naming and reading
abilities (fluency, accuracy, and comprehension).
Method. A five-year longitudinal investigation of confrontation
naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted
(n=126),
testing them at the end of each school year, to
assess nonverbal intelligence, confrontation
naming, and reading abilities.
Results. Performance on the BNT
emerged as a function of IQ and SES. Significant
correlations between confrontation naming and
reading abilities, especially comprehension,
were found; BNT scores correlated better with
reading fluency than with reading accuracy.
Conclusions. The longitudinal
data obtained in this study are discussed with
regard to reading abilities, intelligence, age,
gender, and socioeconomic status. |
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| ISSN: | 0953-4180 1875-8584 |