جستجوی مقالات مرتبط با کلیدواژه "naming speed" در نشریات گروه "پزشکی"

Rapid naming is one of the components of phonological processing that have been studied in dyslexic children. Most of the dyslexic children have difficulties in rapid naming of visual stimulus, especially stimulants which require fast access and retrieval sequence of verbal numeric labels. The purpose of this study was to evaluate the effectiveness of programs designed to increase rapid naming of letters in third grade elementary students with dyslexia.This study was an interventional study with pretest-posttest and a control group. Eighteen third grade dyslexic students participated in this study. Before and after the intervention, rapid naming test were conducted. Participants were divided randomly into two groups. The experimental group participated in 10 sessions of therapy. To compare the clinical efficacy, the data obtained were analyzed with independent t-test, paired t in SPSS 19 and effect size. Data analysis showed that rapid naming of letters increased in both groups with different effect size, such that the training group went from 44.11 before the intervention to 26 and the control group went from 49.11 to 44.77. The speed of naming between the two groups after treatment showed a significant difference (p <0.05). The results of statistical analysis showed that the mean rapid naming letters are significantly different in the two groups after the intervention. Given the size of the effect in the experimental group than the control group, it can be concluded that the program designed, improved speed of naming skills in dyslexic students.

Stuttering is one of the most current speech disorders، which is marked by sudden occurring، alternate and abnormal interruptions in the natural flow of speech. It also has consequences such as behavioral، cognitive and attitude changes in the patient. The main aim of this study was to compare and analyze the speed of naming in 7-8 year old children with and without stuttering. This cross sectional study was conducted on 36 children with and without stuttering. The case group (n=18) was recruited from the admitted patients inTehran’s speech therapy clinics. Matched sampling of control group (n=18) was done considering the criteria of age، sex، and being monolingual in Persian. In order to do this research، 4 sub-scales were used: pictures، colors، numbers and alphabetic letters and the results were recorded according to the responses of the participants in terms of speech reaction time (SRT) in naming speed task. The outcome showed that there is a significant difference in naming speed at all sub-scales (p<0. 001) between the case and control groups. We also found out that the speech reaction times between the two groups were different in numbers in telling the numbers، alphabetic letters، colors and pictures respectively. According to research findings، the speech reaction times in stuttering children was slower in all the 4 sub-scales، and it was slowest in the pictures task subscale compared to the other subscales.

Reading is one of the acquired skills of human beings, which is based on basic language abilities. The acquisition of these prerequisite reading skills (phonological awareness and naming speed), in addition to reading, have a fundamental impact on speech and language development, as well as learning and academic performance. As a result, the child will be able to express the contents of their mind with more speed and thoroughness. The aim of this study was to assess the reading prerequisite skills, i. e phonological awareness and naming speed, in preschool children.This study is cross-sectional. The population of the study is 80 Farsi speaking 5-6 years old preschoolers, Stratified cluster random sampling among preschool centers located in four regions: North, East, West and South of Mashhad was done. Variables including age, gender, phonological combining, phonemic analysis, the first word phoneme detection, last word phoneme diagnosis, syllable counting, recounting the word, phoneme recognition playoff, the first syllable recognition and rapid naming (frequency images). Tehrani 1380 test was used, and the statistical analyses was conducted by SPSS 21 software and the tests ShapiroWilk, Mann-Whitney, and Spearman correlationThe normality test results showed that, except for naming speed, all the other quantitative variables do not show a normal distribution pattern (p<0.05).The sole significant difference between boys and girls was more first word phoneme detection in girls than boys (p=0.035). After stratification for the confounding factors age and sex, there was a significant reverse correlation between the first word phoneme recognition and rapid naming (r=0.404)Based on the present results, speech pathologists can be advised that difficulty in phonological awareness, in the ages 5-6, does not necessitate a therapeutic intervention that includes naming speed.

In recent decades, it has been accepted that, deficiencies in phonological Awareness is related to reading problems, and phonological Awareness is the most important causal factor of dyslexia. Although recent researchers on naming speed skill reveal that this skill is orther possible source of dyslexia. Present research has been fulfilled on 58 second elementary grade students on the aim of reviewing and comparing the phonological awareness and naming speed. There was 28 dyslexic subject and 30 normal people. There was analyzing of all collected information in this research by independent statistical “T “and U – man Whitney Test. Likewise, The correlation between phonological awarecess skills and naming speed in two subject groups by Pearson and Spearman correlated coefficint. Results shiwed that, it was significant differences detween both dyslexia and normal groups in mentioned skills, and dyslexic groupe is weaker than normal group for both skills. Furthermore, in this research there was not significant corellation between phonological awareness and naming speed. Keywords dyslexia/ phonological awarness/ naming speed. consistent with the previous studies, the results of this study revealed that dyslexic individuals have problems in phonological awareness and naming speed. Also insignificant Correlation between the above skills may show that naming speed is independant of phonological awareness.