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Kristie 4
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My dd just went to the psychologist this winter and was diagnosed with dyslexia (which is what we were expecting). I was far from impressed by the process, and less impressed by the help. One big deficit seemed to be in rapid naming- but boy am I having a time trying to figure out more about this or how to remediate. Has anyone tread this path??
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Kristie in Canada
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A Walk in the Woods
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Kristie 4
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Bump?
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Kristie in Canada
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Aagot
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My son is dyslexic and had rapid reading as a low score but I cannot think of anything the speech therapist did to directly address this. I think it was just part of the diagnostic tool. Sorry I cannot be of more help.
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Kristie 4
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Thanks Aagot. It was one of the diagnostic tools in this case as well but he also said that was her main deficiency. Hmmm...
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Kristie in Canada
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Kathryn
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My son is also dyslexic and rapid naming has always been a concern. I think it's more of a processing thing. He just needs a loooong time to "process" information. The only thing our speech therapist did was to help him move from 2-3 step naming and he's up to 4-5 (maybe 6) step naming of items. I think if it goes along with dyslexia it's possibly a sequencing thing that they just get "stuck". ? In some of his papers she would name 2-3 objects and have him repeat such as:
dog
cat
boy
Then she moved to 3-4 and on up and also increased the difficulty of the words as he's gotten older which has helped build vocabulary because he's very weak in that area too. Usu. he can now do maybe 5-6 items without getting confused but that's IF he actually knows the words. That's only thing I can think of that has helped. HTH!
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Kathryn in TX
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Kristie 4
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Thank-you Kathryn. I have a heap of books a the library as well so I am going to start tackling them!
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Kristie in Canada
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Kathryn
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How old is your son Kristie? Mine is 12 1/2.
I came across this article today Effects of ADHD on reading fluency...and am copying and pasting an interesting paragraph that mentions dyslexia, rapid naming etc.:
Processing Speed and Reading Fluency
Reading fluency, or the ability to read words quickly either in isolation or text, is especially critical for older children who are required to learn from what they are reading. The lack of fluency increases demands on other processes, such as working memory, and results in difficulty with comprehension because higher level processes have to compete with word decoding for the same time-limited resources (Shankweiler et al., 1999), creating a bottleneck. Therefore, especially for older children, it is critical that they are not only accurate at word reading, but also efficient, automatic and fluent readers. It is well established that rapid automatized naming deficits are present in individuals with dyslexia; however, automaticity deficits are also observed in children referred for learning problems, whether or not they have dyslexia specifically (Waber et al., 2000). Experimentally, rapid naming of colors appears to be a unique deficit in ADHD (Wodka et al., 2008) and likely involves a different neural substrate than rapid letter naming (Moore & Price, 1999). Indeed, Tannock et al. (2000) found that children with ADHD were slower than controls on color naming, and that treatment with stimulant medication improved color naming (but not letter naming) in the ADHD group. It has been hypothesized that, due to decreased overt practice of color naming during the elementary school years, children with ADHD “lose” their automaticity with the task that was present in preschool years in association with more routine practice.
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MichelleW
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Kathryn,
Fascinating article! Thanks so much for posting it!
Kristie, blessings to you as you work through this.
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Michelle
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Kristie 4
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Thank-you for the support. I just dug into Overcoming Dyslexia this morning. The title put me off  but I am really enjoying reading the chapter on dyslexia in young adults. Describes my daughter very well- very bright, global thinker, slow reader and interesting speller, among other things!
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Kristie in Canada
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montessori_lori
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Hi, Kristie! My daughter is dyslexic. If your son receives intervention that stimulates the auditory cortex (most dyslexics are "reading" using only the visual cortex, not auditory cortex), the rapid naming problem will resolve itself.
Two methods that I recommend (you can do both, as they are complementary), are The Logic of English and Easyread. You can Google each to find their websites.
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Kristie 4
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Interesting Lori. I liked the look of The Logic of English- Easyread's price was a little steep.
How old is your daughter? My dd is 15. She has excellent comprehension, finds most of her subjects not that challenging, but is slowed down so much by the deficit in the rapid naming, both in her spelling and her reading. Kind of hard in a CM based education!
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Kristie in Canada
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montessori_lori
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My daughter is 9 and after completing the Easyread course (it took about a year) and being halfway through the Logic of English, she is doing amazingly well. Her reading is brilliant. She still struggles at spelling, but that is coming along too. The Logic of English REALLY helps with spelling. It makes so much sense! Your daughter could do it on her own and make terrific progress.
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MichelleW
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Lori, I am thrilled that your daughter is doing so well! And I am thankful that you are sharing the resources that worked for you, but all dyslexics are not alike. Not every child is going to make terrific progress using the same program. Sometimes we have to change our expectations.
Kristie, I don't want to discourage you as you search for answers. Instead, I want to encourage you to help your daughter to move forward while you look into ways to help her to read. My 15 year old son is profoundly dyslexic. He is also a genius in science. We use audio books a lot to help him keep up. He remembers everything he hears. We also use a dictation program. He composes well in his head and the dictation program helps him to maintain the flow so that his papers are well done. I want to make sure not to penalize him in the other areas of his life just because he can't read. In many ways he is still getting a CM-ish education, with accommodations.
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Michelle
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Kristie 4
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We do similar things Michelle. My dd is gifted in math and a whiz at science. She uses Math Without Borders (excellent for a visual/audio learner) and the mp3 with Apologia (not our favourite, but the mp3 is priceless for an audio learner). She has been on audio books forever. We usually pick one area to focus on for reading, like religion, then use audio for alot of the other areas. I find she is also getting that CM education this way- the dyslexia diagnosis (just a couple of months ago) seemed to allow me to finally feel peace at the ways we have made it work. She is definitely way better 'read' then most of the kids I know her age 
Thank-you so much for the encouragement.
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Kristie in Canada
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4Real Forums : Special Blessings
Topic: Rapid Naming
