Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study

Chiara Luoni, Umberto Balottin, Laura Rosana, Enrico Savelli, Silvia Salini, Cristiano Termine

Research output: Contribution to journalArticlepeer-review


Background: Confrontation naming tasks are useful in the assessment of children with learning and language disorders. Objectives: The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension). Method: A five-year longitudinal investigation of confrontation naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted (n = 126), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. Results: Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. Conclusions: The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.

Original languageEnglish
Article number981548
JournalBehavioural Neurology
Publication statusPublished - 2015

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Clinical Neurology
  • Neurology


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