The study investigates the relationship between rapid serial naming and phoneme awareness, and reading and spelling ability. Participants were 146 North-American children and adolescents varying in age from seven to 18 years. Approximately half of the participants (N = 71) had reading difficulties. The results suggest that rapid serial naming contributes variation to reading and spelling ability that is independent of the contribution of phoneme awareness. However, relative to this skill, rapid serial naming makes a rather modest contribution to learning to read and spell in an alphabetic writing system. Further analyses suggested that rapid serial naming is particularly important for the development of the ability to read texts rapidly and accurately, whereas phoneme awareness is particularly important for the development of the ability to read by phonological recoding, that is, by translating letters or group of letters into their phonological codes. Finally, there was little indication that the role played by either phoneme awareness or rapid serial naming interacts with age or reading ability

Qual a Contribuio da Nomeao Seriada Rpida para a Habilidade de Leitura e Escrita?: Evidncia de Crianas e Adolescentes com e sem Dificuldades de Leitura

We bring together social identity and social exchange perspectives to develop and test a moderated mediation model that sheds light on employees’ perceptions regarding the interrelations between an organization’s external and internal CSR initiatives and their job attitudes and work behaviours. This is important because employees’ sensemaking of CSR motives as being either self-focussed or others-focussed can produce meaningful variations in their job satisfaction and the dimensions of organizational commitment. Also, the consolidation of CSR’s underlying psychological mechanisms can advance our understanding of the processes, contingencies, and outcomes of employees’ perceptions of their employing organization’s CSR initiatives. Our findings indicate that of the two orientations, only external CSR is associated with increased levels of employee commitment through the enhancement of job satisfaction. In particular, job satisfaction was found to fully mediate the impact of external CSR on behavioural commitment and partially mediate its impact on attitudinal commitment. To our surprise, internal CSR has no significant association with job attitudes or work behaviours. We further reveal the complementarity of external and internal CSR orientations; the effect of external CSR on employee outcomes is stronger when employed in concert with internal CSR. Our results contribute to and have implications for both theory and practice.

Corporate Social Responsibility and Employee Outcomes: Interrelations of External and Internal Orientations with Job Satisfaction and Organizational Commitment

In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

https://orbilu.uni.lu/bitstream/10993/33531/1/Hornung%20Martin%20%26%20Fayol%202017%20frontiers.pdf

General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.

Background: Specific learning disorders (SLD) are the common reasons for referral of an otherwise healthy child from a main stream school. Although children do have difficulties even in early learning years in pre-primary and primary school; a significant number of preadolescent children from mainstream school do present with such disabilities. Primary objective was to study the differential distribution of various comorbidities across SLD spectrum. Secondary objective was to check for prevalence of abnormal neurological examination findings including soft signs. Methods: After approval of institutional ethics committee, 100 consecutive case records of children presenting to the center were studied. Diagnosis was confirmed as per DSM V criteria. The clinical, psychological and neurological information was derived from notes of pediatrician, after SLD certification. Details about history, ADHD and comorbidities if any were recorded from parents where documented information was not sufficient. The prevalence of comorbidities was expressed as a percentage of total cases studied. Results:  ADD of combined type was the commonest comorbidity seen in 53% cases. Other occasional comorbidities noted were epilepsy, autism, cerebral palsy, history of meningitis and febrile seizures. Speech and visuospatial skills were affected 10% and 41% in children with SLD and all of these had ADD. Soft neurological signs like astereognosis, graphesthesia, dysdiadochokinesia, dysmetria were seen in more than 20% cases. Abnormal antenatal and perinatal history was more common in ADHD with SLD. Conclusions:  SLD children from mainstream schools usually have ADHD as commonest comorbidity. Often they should be looked for various neurological comorbidites like autism, epilepsy, cerebral palsy. Soft signs and motor delay need not be overlooked in view of comprehensive management. A large multicentric study is needed to look for soft neurological signs; neuroimaging may be needed in SLD to understand the disorders in cognitive spectrum.

/pdf/neurodevelopmental-comorbidity-profile-in-specific-learning-3lu0iigttx.pdf

Neurodevelopmental comorbidity profile in specific learning disorders

Multilinguals have to control their languages constantly to produce accurate verbal output. They have to inhibit possible lexical competitors not only from the target language, but also from non-target languages. Bilinguals' training in inhibiting incongruent or irrelevant information has been used to endorse the so-called bilingual advantage in executive functions, assuming a transfer effect from language inhibition to domain-general inhibitory skills. Recent studies have suggested that language control may rely on language-specific inhibitory control mechanisms. In the present study, unbalanced highly proficient bilinguals completed a rapid naming multi-inhibitory task in two languages. The task assessed three types of inhibitory processes: inhibition of the non-target language, inhibition of lexical competitors, and inhibition of erroneous auditory feedback. The results showed an interaction between lexical competition and erroneous auditory feedback, but no interactions with the inhibition of the non-target language. The results suggested that different subcomponents of language inhibition are involved during bilingual language production.

/pdf/exploring-different-types-of-inhibition-during-bilingual-4wzhi5l44g.pdf

Exploring Different Types of Inhibition During Bilingual Language Production.

Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia.

/pdf/rapid-naming-in-brazilian-students-with-dyslexia-and-2mt576qlrd.pdf

Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

Objetivo analisar e descrever o desempenho das habilidades dos componentes do processamento fonologico nos sujeitos com Transtorno do Deficit de Atencao e Hiperatividade (TDA/H). Metodos trata-se de estudo descritivo analitico dos dados de avaliacao das habilidades do processamento fonologico de 45 sujeitos, com idade entre 7 e 16 anos, com diagnostico multiprofissional de TDA/H. Os dados foram obtidos pela analise dos prontuarios dos sujeitos avaliados pelo Laboratorio de Estudo dos Transtornos de Aprendizagem (LETRA) do Hospital das Clinicas da Universidade Federal de Minas Gerais (UFMG), nos anos de 2008 a 2011. Os resultados analisados incluem a prova de Consciencia Fonologica proposta pela bateria de testes BELEC, prova de Nomeacao Seriada Rapida (RAN) e Memoria Auditiva. Duas variaveis foram consideradas nesta analise: idade e presenca ou nao de comorbidades associadas. O teste aplicado para caracterizacao da amostra foi o nao parametrico de Mann Whitney. Resultados os grupos tendem a se diferenciarem ao se analisar a variavel idade, nas provas de consciencia fonologica e RAN. Quando a variavel comorbidade foi analisada, a consciencia fonologica e a mais influenciada pela presenca de comorbidades. Na habilidade de memoria fonologica, sob a mesma otica, nao houve diferencas entre os grupos. Conclusao o maior deficit do processamento fonologico foi observado na habilidade de consciencia fonologica, segundo as variaveis idade e comorbidade, seguido pela habilidade de acesso ao lexico, na variavel idade. Ja para a memoria de trabalho nao houve significância.

/pdf/processamento-fonologico-em-individuos-com-transtorno-de-1fmweqmdw8.pdf

Maria do Carmo Mangelli Ferreira

Papers

Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

Processamento fonológico em indivíduos com transtorno de Déficit de Atenção e Hiperatividade