Abstract
We administered a rapid naming test to a sample of prereaders. Slow performance on this task among older children is known to be associated with reading disability. Results showed a sex difference in the degree of correlation between naming performance and a test of general intelligence. The finding was replicated on an independent sample. This finding bears theoretically on the degree to which a learning disability can appear as an isolated deficit in the two sexes.
Full Text
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call