Processing time for word reading and picture naming in readers and non-readers children

Author(s)

Luciene Stivanin

• Document type: Doctoral Thesis
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Faculdade de Medicina (FM/SBD)
• Defense date: 2007-09-24

Examining board members

Claudia Ines Scheuer; Francisco Baptista Assumpcao Junior; Renata Mota Mamede de Carvallo; Suelly Cecilia Olivan Limongi; Monica Carolina Miranda

• Advisor: Claudia Ines Scheuer
• Field of knowledge: Health Sciences - Speech Therapy
• Indexed in: Banco de Dados Bibliográficos da USP-DEDALUS; Biblioteca Digital de Teses e Dissertações - USP
• Location: Universidade de São Paulo. Biblioteca Central da Faculdade de Medicina; FM W4.DB8 SP.USP FM-2 2007; S872t

Abstract

The development and the processing of word reading and picture naming in readers and non-readers have been based on cognitive models of information processing. Accuracy of answers and processing time must be considered for reading and naming. Processing time refers to latency and length of oral emissions. The aim of this study was to analyze processing time on aloud reading of isolated words and picture naming tasks of readers and nonreaders children. Seventy-four readers attending 2nd, 3rd and 4th grades and 20 non-readers attending 2nd grade of public elementary school took part of this study. Stimuli for all tasks were characterized by similar psycholinguistic variables of the written material, which was composed by 12 groups of words and pictures equivalent in frequency, extension, regularity and syllabic complexity. Specific software was developed to register processing time of each word read or picture named, with an accuracy of 8-decimal places. Correct answers and performance-related characteristics to each task, for each group of stimuli and grade were also analyzed. ANOVA and Pearson\'s Correlation were used for analysis. Results indicate that word properties influenced the processing time and correct answers in reading and naming. Different behavior among grades was observed. Interaction between word type and school level indicates that the degree of stabilization of the written-word representation in memory depends on its properties, on the route taken by the reader and the strategies involved in reading. This fact alters retrieval time and production of the information. Processing time for reading was shorter than for naming, and both tasks were influenced by the frequency of the written word, pointing to a common lexical component. Processing time and the influence of psycholinguistic characteristics for naming were similar for readers and non-readers, although the readers were more efficient. Phonological substitutions related to the complexity of names and an intact semantic system lead to the hypothesis of failures regarding these representations during name retrieval. (AU)