Comparison of Rapid Naming Abilities in Language-Learning-Disabled and Academically Achieving Eight-Year-Olds This study evaluated the sensitivity of two independent rapid naming tests, Naming Pictured Objects and Producing Names on Confrontation, in differentiating 16 children with language and learning disabilities from 16 age peers with normal language development and academic achievement. Total naming time and accuracy measures on the Naming Pictured Objects ... Research Article
Research Article  |   January 01, 1982
Comparison of Rapid Naming Abilities in Language-Learning-Disabled and Academically Achieving Eight-Year-Olds
 
Author Notes
  • Elisabeth H. Wiig is Professor of Communication Disorders; Eleanor M. Semel is Associate Professor of Communication Disorders; and Lisa A. Nystrom is a graduate student in the Communication Disorders Department; all of Boston University. Requests for reprints should be sent to Elisabeth Wiig, 63 Oakwood Road, Newton, MA 02160.
    Elisabeth H. Wiig is Professor of Communication Disorders; Eleanor M. Semel is Associate Professor of Communication Disorders; and Lisa A. Nystrom is a graduate student in the Communication Disorders Department; all of Boston University. Requests for reprints should be sent to Elisabeth Wiig, 63 Oakwood Road, Newton, MA 02160.×
Article Information
Research Articles
Research Article   |   January 01, 1982
Comparison of Rapid Naming Abilities in Language-Learning-Disabled and Academically Achieving Eight-Year-Olds
Language, Speech, and Hearing Services in Schools, January 1982, Vol. 13, 11-23. doi:10.1044/0161-1461.1301.11
History: Received September 30, 1980 , Accepted January 1, 1981
 
Language, Speech, and Hearing Services in Schools, January 1982, Vol. 13, 11-23. doi:10.1044/0161-1461.1301.11
History: Received September 30, 1980; Accepted January 1, 1981

This study evaluated the sensitivity of two independent rapid naming tests, Naming Pictured Objects and Producing Names on Confrontation, in differentiating 16 children with language and learning disabilities from 16 age peers with normal language development and academic achievement. Total naming time and accuracy measures on the Naming Pictured Objects Test and Producing Names on Confrontation: Card III task (color-form combinations) differentiated between the two groups at the .01 level of significance. Among children with language and learning disabilities, measures of total naming time increased significantly as the accuracy of naming decreased on both tasks (pictured objects and color-form combinations). The interrelationship between total naming time and accuracy measures proved positive and significant in this group on both naming tasks. All LLD children with evidence of word-finding difficulties in spontaneous speech (14 of 16) were identified by total naming time measures on the Naming Pictured Objects Test which fell above +1 SD of the mean for the control group. We suggest that the Naming Pictured Objects Test may be used as a quick screening measure for word-finding difficulties among first- and second-graders.

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