Rapid automatized naming skills of children with intellectual disability

Abstract

Background: A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task. Aims: The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills. Method: 30 children with mild to moderate ID with mixed etiology (M = 9.4 years-old) were pair-matched to 30 TD children (M = 4.3 years-old) on phonological awareness- and reading-level. They were all administered color, object, finger, and vowel RAN tasks. Outcomes and results: Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers. Conclusions and implications: This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities.