Abstract / Description of output
Rapid automatized naming (RAN; Denckla \& Rudel, 1976) tasks are consistent predictors of fluency that also discriminate between dyslexic and nondyslexic reading groups. The component processes of RAN that are responsible for its relationship with reading ability remain underspecified, however. We report a study on dyslexic and nondyslexic adult groups that experimentally manipulated RAN formats to elucidate how different components of RAN differentially influence dyslexic and nondyslexic performance. The dyslexic group showed a pervasive deficit in rapid access of individually presented items. Additionally, they showed a significant impairment when multiple items were presented, whereas nondyslexic readers showed marginal facilitation for this format. We discuss the implications of these findings with respect to reading-group differences in reading fluency.
Keywords / Materials (for Non-textual outputs)
- double-deficit hypothesis