Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study
المؤلفون المشاركون
Luoni, Chiara
Balottin, Umberto
Rosana, Laura
Savelli, Enrico
Salini, Silvia
Termine, Cristiano
المصدر
العدد
المجلد 2015، العدد 2015 (31 ديسمبر/كانون الأول 2015)، ص ص. 1-10، 10ص.
الناشر
Hindawi Publishing Corporation
تاريخ النشر
2015-06-01
دولة النشر
مصر
عدد الصفحات
10
التخصصات الرئيسية
الملخص EN
Background.
Confrontation naming tasks are useful in the assessment of children with learning and language disorders.
Objectives.
The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension).
Method.
A five-year longitudinal investigation of confrontationnaming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted ( n = 126 ), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities.
Results.
Performance on the BNT emerged as a function of IQ and SES.
Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy.
Conclusions.
The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Luoni, Chiara& Balottin, Umberto& Rosana, Laura& Savelli, Enrico& Salini, Silvia& Termine, Cristiano. 2015. Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study. Behavioural Neurology،Vol. 2015, no. 2015, pp.1-10.
https://search.emarefa.net/detail/BIM-1057600
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Luoni, Chiara…[et al.]. Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study. Behavioural Neurology No. 2015 (2015), pp.1-10.
https://search.emarefa.net/detail/BIM-1057600
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Luoni, Chiara& Balottin, Umberto& Rosana, Laura& Savelli, Enrico& Salini, Silvia& Termine, Cristiano. Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study. Behavioural Neurology. 2015. Vol. 2015, no. 2015, pp.1-10.
https://search.emarefa.net/detail/BIM-1057600
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references
رقم السجل
BIM-1057600
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر