Object naming ability of adults with written language difficulties |
| |
| Authors: | Alisa Cantwell Hyla Rubin |
| |
| Institution: | (1) Inverness District School Board, Port Hastings, Nova Scotia;(2) University of Toronto, Toronto, Ontario;(3) Haskins Laboratories, 270 Crown St., 06511 New Haven, Ct. |
| |
| Abstract: | Several studies have observed that school-aged, reading-disabled children have object-naming problems. In addition, significant
positive relationships between object-naming ability and reading and spelling skills have been observed for this population.
The co-occurrence of these problems has been explained by common underlying phonological deficiencies. Because written language
problems can persist beyond the school-aged years, the purpose of this study was to examine object-naming ability and the
relationship between object naming and written language of adults. Twenty-two adults, half with written language difficulties
and half without, performed four tasks: object naming, object recognition, reading, and spelling. Significant positive relationships
were obtained between object-naming ability and reading ability, object-naming ability and spelling performance, and reading
and spelling performance. In addition to phonological deficiencies, the results indicated that adult poor readers and spellers
lack knowledge of the orthographic structure of words. These findings suggest that problems underlying object naming and written
language do not resolve with cognitive maturation or additional years of experience with language and should be addressed
in the early school-aged years.
This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada to the second
author. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
