The effects of rate on single-word reading assessment.

Purpose: The purpose of this study was to examine the effects of introducing rapid stimulus presentation durations while limiting response durations on the decoding profiles of college students with reading disorders.

Method: Eighteen college-aged individuals with typical reading abilities and 12 college-aged adults who exhibited reading difficulties participated. Participants completed a series of 4 experimental word-naming tasks.

The effects of frequency altered feedback on the reading processes of adults with reading disorders.

Various factors have been shown to influence the reading comprehension of reading disordered individuals including altered auditory feedback. This study investigated the influence of frequency altered feedback (FAF) on the reading comprehension and decoding accuracy of reading disordered and normal reading adults. Participants consisted of 30 college students with normal and disordered reading abilities.

Mild traumatic brain injury: effects on naming in word retrieval and discourse.

Primary Objective: To investigate differences between a group with mild traumatic brain injury (MTBI) and a control group relative to standard scores and error type during word retrieval in both naming and discourse tasks.

Methods And Procedures: Ten participants with MTBI were age-, gender- and education-matched with 10 participants without injury. Pre-experimental tasks for the participants with MTBI included the Scales of Cognitive Ability for Traumatic Brain Injury and the Raven's Coloured Progressive Matrices and both groups received the Peabody Picture Vocabulary Test-III.

Auditory pattern recognition and brief tone discrimination of children with reading disorders.

Unlabelled: Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or duration. A test involving measurement of difference limens for long and short duration tones was also administered.

The influence of vocabulary age and spatial dimension on rapid picture naming in children with reading disorders.

The present study measured naming reaction times of normal and reading disordered (RD) children to a series of centrally presented picture stimuli of varying vocabulary age and spatial dimension. Results of the ANOVA on reaction times indicated significant interactions of Group x Dimension and Group x Vocabulary. Post hoc tests on the former interaction suggested that the feature of dimension differentially affected naming reaction times for the two groups.

Visual and lexical factors in naming speed by children with reading disorders.

Reaction times of 12 reading disordered and 12 normally reading children and 12 adults were investigated with a visual half-field tachistoscopic picture-naming task. Analysis indicated slower picture-naming times for children with reading disorders. Hemispheric processing models suggested neurolinguistic maturation for rapid picture-naming speed.

Auditory temporal processing performance of young adults with reading disorders.

The present study investigated the temporal processing abilities of college students with diagnosed reading disorders. A behavioral test battery was used that involved discrimination of the pattern of presentation of tone triads in which individual components differed in either frequency or duration. An additional test involving measurement of frequency difference limens for long- and short-duration tones was also administered.

The effect of dimension and vocabulary age on rapid picture naming in children.

Unlabelled: This investigation involved measures of the reaction times of normally developing children who were asked to name a series of centrally presented picture stimuli of varying vocabulary age and dimension. Results of the ANOVA on reaction times indicated a significant main effect of vocabulary level and an interaction of Dimension x Vocabulary level for the normally developing children. Post-hoc tests showed significant differences between two- and three-dimensional pictures for higher-level vocabulary items, but not for lower-level vocabulary items.