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Direct linkDecker, Scott L.; Roberts, Alycia M.; Englund, Julia A. – Learning and Individual Differences, 2013
Deficits in rapid automatized naming (RAN) have been found to be a sensitive cognitive marker for children with dyslexia. However, there is a lack of consensus regarding the construct validity and theoretical neuro-cognitive processes involved in RAN. Additionally, most studies investigating RAN include a narrow range of cognitive measures. The…
Descriptors: Naming, Children, Predictor Variables, Cognitive Ability
Landerl, Karin; Willburger, Edith – Learning and Individual Differences, 2010
In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The…
Descriptors: Elementary School Students, Phonology, Dyslexia, Brain
Willburger, Edith; Fussenegger, Barbara; Moll, Kristina; Wood, Guilherme; Landerl, Karin – Learning and Individual Differences, 2008
In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit…
Descriptors: Dyslexia, Reading Skills, Arithmetic, Basic Skills
