Dysnomia and its relationship to subtypes of reading disabilities

The purpose of this study was to investigate the relationship between dysnomia and subtypes of reading disabilities. Specifically, three research questions were addressed: 1. Does dysnomia, as indicated by performance on a battery of naming tests, differentiate between subtypes of reading disabilities? 2. How does word-retrieval performance of reading-disabled subjects compare to other groups (both disabled and average readers)? 3. If impaired, is this performance indicative of a developmental lag or a deficit? The subjects were 41 students, ages 8 to 12, who were identified by their respective school systems as learning disabled and who had a deficit of at least 1.5 years in reading skills. Thirty-eight of the subjects were males and three were females. All of the subjects earned IQ scores of at least 85 on either the Performance or Verbal scales of the Wechsler Intelligence Scale for Children-Revised