Monika H. Donker|Evelyn H. Kroesbergen|Esther M. Slot|Sietske van Viersen|Elise de Bree
Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties
Utrecht University|Utrecht University|Utrecht University|University of Amsterdam|Utrecht University|University of Amsterdam|Utrecht University
although poor rapid automatized naming ran risk factor reading andor spelling difficulties rsd well mathematical difficulties md many questions surround relationship main objective present study obtain insight relationship alphanumeric vs nonalphanumeric ran readingspelling mathematics groups 7to10yearold children rsd md rsd md typically developing td children analyses variance groups showed rsd comorbid rsd md groups impaired alphanumeric nonalphanumeric ran whereas md group impaired nonalphanumeric ran furthermore nonalphanumeric ran correlated measures except spelling whereas alphanumeric ran correlated reading spelling measures findings point towards differentadditional cognitive processes needed nonalphanumeric ran compared alphanumeric ran affects relationship literacy math