| Abstract | Determined whether there is a general relationship between word retrieval speed and reading ability in beginning readers. Although such a relationship has not been detected with confrontation naming, repetitive naming may provide a more sensitive test. Accordingly, 18 2nd-grade children were required to name as rapidly as possible repeated presentations of 5 pictured items drawn from a single category. Separate naming tests were made for objects, colors, animals, letters, and words. Results show that there was no relationship between reading ability, as
determined by the Peabody Picture Vocabulary Test (PPVT) or the Woodcock Reading Mastery Test, and naming times when the test items were selected from sets of objects, colors, or animals; on letters and words, a significant relationship was found. The less-skilled readers were not, therefore, consistently slower in all repetitive naming situations. Instead, their word retrieval deficits extended only to the orthographic materials. |
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