Naming speed in dyslexia and dyscalculia

Edith Willburger*, Barbara Fussenegger, Kristina Moll, Guilherme Wood, Karin Landerl

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    91 Citations (Scopus)

    Abstract

    In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit in rapid naming of quantities. This finding is in line with recent assumptions that dyscalculia is associated with a neurobiological deficit in the processing of numerosities. In the dyslexia/dyscalculia group, RAN deficits were additive, that is, the dyslexia/dyscalculia group exhibited the sum of the deficits found in the dyslexia only and dyscalculia only groups. This finding suggests that the cognitive bases of dyslexia and dyscalculia are independent from each other. Within the naming speed paradigm no differential impact of special demands on the executive functions inhibition and shifting was found for any of the four groups.

    Original languageEnglish
    Pages (from-to)224-236
    Number of pages13
    JournalLearning and Individual Differences
    Volume18
    Issue number2
    DOIs
    Publication statusPublished - Jun 2008

    Keywords

    • Comorbidity
    • Dyscalculia
    • Dyslexia
    • Executive functions
    • Rapid naming

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