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 |
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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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| _version_ | 1832553922230747136 |
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| author | Chiara Luoni Umberto Balottin Laura Rosana Enrico Savelli Silvia Salini Cristiano Termine |
| author_facet | Chiara Luoni Umberto Balottin Laura Rosana Enrico Savelli Silvia Salini Cristiano Termine |
| author_sort | Chiara Luoni |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-0c4bcbf9e8d54817b6a10ba5d213de48 |
| institution | Kabale University |
| issn | 0953-4180 1875-8584 |
| language | English |
| publishDate | 2015-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Behavioural Neurology |
| spelling | doaj-art-0c4bcbf9e8d54817b6a10ba5d213de482025-02-03T05:52:48ZengWileyBehavioural Neurology0953-41801875-85842015-01-01201510.1155/2015/981548981548Confrontation Naming and Reading Abilities at Primary School: A Longitudinal StudyChiara Luoni0Umberto Balottin1Laura Rosana2Enrico Savelli3Silvia Salini4Cristiano Termine5Child Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, ItalyDepartment of Child Neurology and Psychiatry, IRCCS “C. Mondino” Foundation, University of Pavia, Pavia, ItalyChild Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, ItalyDepartment of Education, University of San Marino, Montegiardino, San MarinoData Science Lab, Department of Economics, Management and Quantitative Methods, University of Milan, 2012 Milan, ItalyChild Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, ItalyBackground. 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.http://dx.doi.org/10.1155/2015/981548 |
| spellingShingle | Chiara Luoni Umberto Balottin Laura Rosana Enrico Savelli Silvia Salini Cristiano Termine Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study Behavioural Neurology |
| title | Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study |
| title_full | Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study |
| title_fullStr | Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study |
| title_full_unstemmed | Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study |
| title_short | Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study |
| title_sort | confrontation naming and reading abilities at primary school a longitudinal study |
| url | http://dx.doi.org/10.1155/2015/981548 |
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