title: Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder.
abstract: BACKGROUND
  The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the main 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 and 11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 were 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 was an important variable to be analyzed separately. As they aged, children with typical language development had fast answers on colors and digits tasks while children with dyslexia or ADHD did 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 tended to improve with age, which was not the case, however, with schoolchildren who had ADHD or dyslexia.
authors: Department of Speech and Language Therapy, Centro Universitário Metodista Izabela Hendrix (Izabela Hendrix University)Belo Horizonte, Brazil; Laboratório de Estudo dos Transtornos de Aprendizagem - LETRA (Learning Disorders Study Laboratory) of Hospital das Clínicas, Universidade Federal de Minas GeraisBelo Horizonte, Brazil.
authors: Luciana Mendonça
authors: LM
authors: Alves
authors: Laboratório de Estudo dos Transtornos de Aprendizagem - LETRA (Learning Disorders Study Laboratory) of Hospital das Clínicas, Universidade Federal de Minas Gerais Belo Horizonte, Brazil.
authors: Cláudia M
authors: CM
authors: Siqueira
authors: Laboratório de Estudo dos Transtornos de Aprendizagem - LETRA (Learning Disorders Study Laboratory) of Hospital das Clínicas, Universidade Federal de Minas Gerais Belo Horizonte, Brazil.
authors: Maria do Carmo Mangelli
authors: Mdo C
authors: Ferreira
authors: Laboratório de Estudo dos Transtornos de Aprendizagem - LETRA (Learning Disorders Study Laboratory) of Hospital das Clínicas, Universidade Federal de Minas Gerais Belo Horizonte, Brazil.
authors: Juliana Flores Mendonça
authors: JF
authors: Alves
authors: Laboratório de Estudo dos Transtornos de Aprendizagem - LETRA (Learning Disorders Study Laboratory) of Hospital das Clínicas, Universidade Federal de Minas Gerais Belo Horizonte, Brazil.
authors: Débora F
authors: DF
authors: Lodi
authors: Department of Pediatrics Federal University of Minas Gerais, Brazil.
authors: Lorena
authors: L
authors: Bicalho
authors: Department of Speech, Language and Hearing Science University of Brasília, Brazil.
authors: Letícia C
authors: LC
authors: Celeste
keywords: ADHD; cognition; dyslexia; evaluation; rapid automatized naming