Question
I am currently evaluating a 10 year old boy who has a diagnosis of ADHD and dyslexia. On the RAN/RAS he fell below average on all subtests but letter naming, which was SS94. Based on word retrieval questions from a neuropsychology evaluation done a few mo
Answer
To begin with, the question whether Word Association is different form Rapid Naming, I would answer yes. One involves naming words in a category - a vocabulary task; the other is a "Say it See it" task, a task that is frequently deficient in children with dyslexia or learning disabilities. Dyslexic children often have problems with rapid naming skills- a skill of automaticity of words is often deviant. According to Marianne Wolf, a reading specialist, Dyslexic children typically have problems naming common symbols, like colors, numbers, and letters rapidly. So rapid naming should be assessed. A "see it say it" task is cross hemispheric, involving both the right and left hemispheres.
Dr. Donna Geffner is the Director of the Graduate Programs in Speech-Language Pathology and Audiology and the Speech and Hearing Center at St. John's University. She is the author of two textbooks, a Monograph, The Listening Inventory and over 300 papers and articles and presentations on the topics of auditory processing, language and AD/HD.
Donna Geffner, Ph.D
Related Courses
1https://www.speechpathology.com/slp-ceus/course/facilitating-first-verbs-through-shared-9735Facilitating First Verbs through Shared Book ReadingThis course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comFacilitating First Verbs through Shared Book ReadingThis course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.9735OnlinePT60M
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.
2https://www.speechpathology.com/slp-ceus/course/dyslexia-and-developmental-language-disorder-11016Dyslexia and Developmental Language Disorder: School-Based Screenings, Assessments, Interventions, and Implementation ScienceDevelopmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comDyslexia and Developmental Language Disorder: School-Based Screenings, Assessments, Interventions, and Implementation ScienceDevelopmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.11016OnlinePT60M
Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.
3https://www.speechpathology.com/slp-ceus/course/language-outcomes-children-with-trauma-9737Language Outcomes of Children with Trauma Histories: Understanding the ImpactThis is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comLanguage Outcomes of Children with Trauma Histories: Understanding the ImpactThis is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.9737OnlinePT90M
This is Part 1 of a two-part series. This course is designed to explain the influences that various types of childhood experiences with trauma and maltreatment have on development. The focus is on language and social-pragmatic communication skills of children.
4https://www.speechpathology.com/slp-ceus/course/children-with-trauma-histories-assessment-9738Children with Trauma Histories: Assessment, Intervention, and AdvocacyThis is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comChildren with Trauma Histories: Assessment, Intervention, and AdvocacyThis is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.9738OnlinePT90M
This is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.
5https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763Reading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.auditory129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comReading Comprehension and the SLP: Foundational UnderstandingThis is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.10763OnlinePT60M
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.