title: Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study.
abstract: BACKGROUND
  Confrontation naming tasks are useful in the assessment of children with learning and language disorders.
  
  
  OBJECTIVE
  The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension).
  
  
  METHODS
  A five-year longitudinal investigation of confrontation naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted (n = 126), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities.
  
  
  RESULTS
  Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy.
  
  
  CONCLUSIONS
  The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.
authors.affiliation: Child Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, Italy.
authors.forename: Chiara
authors.identifier: 0000-0001-8827-269X
authors.initials: C
authors.lastname: Luoni
authors.affiliation: Department of Child Neurology and Psychiatry, IRCCS "C. Mondino" Foundation, University of Pavia, Pavia, Italy.
authors.forename: Umberto
authors.identifier: 0000-0001-6317-7784
authors.initials: U
authors.lastname: Balottin
authors.affiliation: Child Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, Italy.
authors.forename: Laura
authors.identifier: 0000-0001-5884-7667
authors.initials: L
authors.lastname: Rosana
authors.affiliation: Department of Education, University of San Marino, Montegiardino, San Marino.
authors.forename: Enrico
authors.initials: E
authors.lastname: Savelli
authors.affiliation: Data Science Lab, Department of Economics, Management and Quantitative Methods, University of Milan, 2012 Milan, Italy.
authors.forename: Silvia
authors.identifier: 0000-0001-6106-9835
authors.initials: S
authors.lastname: Salini
authors.affiliation: Child Neuropsychiatry Unit, Department of Clinical and Experimental Medicine, University of Insubria, Varese, Italy.
authors.forename: Cristiano
authors.initials: C
authors.lastname: Termine
mesh_terms: D002648:Child; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D008137:Longitudinal Studies; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading; D012574:Schools; D013334:Students