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Phonological Processes, Confrontational Naming, and Immediate Memory in Dyslexia

Peggy T. Ackerman, MA, is a research associate in the Departments of Psychiatry and Pediatrics, University of Arkansas for Medical Sciences (UAMS).

Roscoe A. Dykman

Roscoe A. Dykman, PhD, is emeritus professor of psychiatry, UAMS, and director of the Behavioral Laboratory, Department of Pediatrics, Arkansas Children's Hospital. Address: Peggy T. Ackerman, Department of Pediatrics, Center for Ambulatory Research and Education, Arkansas Children's Hospital, 800 Marshall St., Little Rock, AR 72202.

A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n=42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, 86 boys) ranged in age from 7.5 years to 12 years. Variables chosen for study included simple and complex phonological processing, speech rate, continuous naming speed, running memory span, serial memory span, and mental addition. Evidence is presented that the two poor reader groups are distinguishable. Unlike the dyslexic group, the slow/borderline group did not differ from the ADD group on three key measures: simple auditory phonological sensitivity, continuous naming speed, and running memory span. Stepwise regression to predict word list reading level showed that once age and verbal IQ were removed (51% of variance), these three key measures accounted for an additional 22% of the variance (R=0.86, R²=0.73). The single best predictor of word list reading level was nonsense word list reading level, which was explained by the same set of five variables that explained real word reading (R=0.77, R²=.60). Severity of attentional problems was not linearly related to reading skill in this clinic sample.

Journal of Learning Disabilities, Vol. 26, No. 9, 597-609 (1993)
DOI: 10.1177/002221949302600910


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