Automaticity, retrieval processes, and reading: a longitudinal study in average and impaired readers.
In this longitudinal investigation, the development of word-retrieval speed and its relationship to reading was studied in 72 average and 11 severely impaired readers in the kindergarten to grade 2 period (5-8 years). Subjects received a battery of 3 reading measures and 4 continuous naming tests with varied stimulus requirements. Results indicated that the relationship of retrieval speed to reading is a function of development and the correspondence between higher- and lower-level processes in the specific retrieval and reading measures. As automaticity in retrieval developed in average readers, naming-speed/reading relationships moved from strong, general predictions to highly differentiated ones. The strongest correlations were between naming speed for graphological stimuli and lower-level reading tasks. Impaired readers performed slower than average readers on all naming measures across all years, particularly on graphological symbols. 3 dyslexic subgroups emerged: the largest was globally impaired across all naming rate and reading tasks; 2 smaller subgroups had early specific, retrieval-rate deficits and dissociated reading deficits.
D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D011930:Reaction Time; D011932:Reading; D014796:Visual Perception