Naming Speed and its effect on attentional variables and reading errors depending on the diagnosis.

  • Debora Areces Universidad de Oviedo
  • Celestino Rodriguez Pérez Universidad de Oviedo
  • Paloma Gonzalez-Castro Universidad de Oviedo
  • Trinidad García Universidad de Oviedo
  • Marisol Cueli Universidad de Oviedo
Keywords: Naming speed, ran/ras, reading difficulties, ADHD, attentional problems.


While naming speed, which is usually assessed with tests such as RAN / RAS, has proven to be useful in predicting certain reading errors and attentional difficulties, the variables that predict performance in the test have not been examined before now. The objective of this study is to test the explanatory power of certain reading and attentional variables over naming speed performance depending on diagnosis. A sample of 132 students, divided into four groups (Control, n=34; Reading difficulties, n= 22; ADHD, n=41; and ADHD+Reading Difficulties, n=35) was used. The results show: 1) without any difficulties, naming speed is explained by IQ, age and gender; 2) in the presence of reading difficulties, reading errors are the variables with more explanatory power; 3) in the presence of attentional difficulties, certain attentional variables such as those provided by the TOVA test were shown to be more significant.


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Author Biography

Celestino Rodriguez Pérez, Universidad de Oviedo
Profesor Titular del Departamento de Psicología y Vice-Decano de la Facultad de Formación del Profesorado y Educación


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How to Cite
Areces, D., Rodriguez Pérez, C., Gonzalez-Castro, P., García, T., & Cueli, M. (2017). Naming Speed and its effect on attentional variables and reading errors depending on the diagnosis. Anales De Psicología / Annals of Psychology, 33(2), 301-310.
Developmental and Educational Psychology

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