THE DIGIT NAMING SPEED TEST - ITS POWER AND INCREMENTAL VALIDITY IN IDENTIFYING CHILDREN WITH SPECIFIC READING DISABILITIES

This paper presents two studies, both of which address the question of whether a test that measures the automaticity with which digits can be named could be useful as part of a diagnostic battery to assess reading disabilities. In the first study, the Digit Naming Speed Test significantly differentiated elementary‐school boys who were disabled readers from age‐matched boys reading at appropriate grade levels, correctly classifying 83.3% of the children. In the second study, the Digit Naming Speed Test accounted for a significant portion of the word recognition variance of nondisabled readers over and above that portion accounted for by general intelligence as measured by the WISC‐R. Taken together, these studies indicate that the Digit Naming Speed Test has the potential to contribute significantly to the diagnostic process. Copyright © 1990 Wiley Periodicals, Inc., A Wiley Company