الفهرس 
Specific Language Impairment and Rapid Automatized NamingOnly 14 pages are availabe for public view
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Abstract
RAN is considered to be as one of the universal
processes that predict the young child’s later ability to
connect and automatize whole sequences of letters and
words with their linguistic information, regardless of
writing system.
There are several theories that explain why rapid
automatized naming is associated with reading disabilities.
One suggestion is that they both exploit the speed with
which phonological representations are retrieved from long
term memory. Another related theory is that both depend
on the variations in the rate of development of a general
cognitive speed of information processing.
Early studies about lexical access in children with
SLI indicated that discrete naming, compared to that of
age-matched peers, was slower, contained more errors and
involved naming difficulties and this may be due to
semantic representation deficit or phonological
representation deficit or storing and retrieval deficit.
There is strong evidence that suggests dyslexia is a
language based disability. The syntactic deficit that is
found to be a hallmark of SLI could play a role in causing reading problems. The syntactic or semantic deficits
present in children with reading disability are commonly
regarded as secondary consequences of phonological
impairment. Therefore dyslexia is more common in
children with SLI.
The dyslexic children also have naming problems
and there are different suggestions about the mechanisms
responsible for the lexical access in these children (a)
inadequate phonological representations in the lexicon that
result in children having difficulty identifying the
appropriate phonological form (b) slower speed of
response, however, this account is less satisfactory in
explaining the presence of naming errors.
The aim of this work was to study word naming
speed in children with specific language impairment in
comparison to children with normal language development;
an ability that may predict their future reading skill, in
order to help early management of such deficit, if present.
The study was performed on 60 children with an age range
of 2 – 5 yrs. They were divided into two groups:
1- Study group: children diagnosed as specific language
impairment (SLI) (number = 30) with an age range
of 3-5 years.