Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study
Joint Authors
Luoni, Chiara
Balottin, Umberto
Rosana, Laura
Savelli, Enrico
Salini, Silvia
Termine, Cristiano
Source
Issue
Vol. 2015, Issue 2015 (31 Dec. 2015), pp.1-10, 10 p.
Publisher
Hindawi Publishing Corporation
Publication Date
2015-06-01
Country of Publication
Egypt
No. of Pages
10
Main Subjects
Abstract 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.
American Psychological Association (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
Modern Language Association (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
American Medical Association (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
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references
Record ID
BIM-1057600