Linguistic profiles of dyslexic and good readers |
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Authors: | Nathlie A Badian Frank H Duffy Heidelise Als Gloria B McAnulty |
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Institution: | (1) The Children’s Hospital, Boston;(2) Harvard Medical School, USA;(3) 101 Monroe Road, 02169 Quincy, MA |
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Abstract: | Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects
were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized
reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ
in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses
were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively
predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading
group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers,
provides an interesting contrast between the role of RAN and Confrontation naming in reading.
This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation
Grant P30HD18655 to C. F. Barlow. |
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