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Auditory-visual integration is an important skill for establishing the proper association of sounds with visual symbols, as required for learning letters and words. Table 6 presents the clinical signs and symptoms of auditory-visual integration deficiency. ¾ Auditory-Visual Integration Test.The Auditory-Visual Integration test requires that the examiner tap out a series of sounds with time delays placed between sound clusters. The subject’s task is to select the proper visual representation (dots) of the sequence of sounds and delays from choices printed on cards.4. Rapid NamingRapid naming involves the rapid or automatic ability to recognize a visual symbol, such as a number, and retrieve its verbal label rapidly and accurately.128 The visual and expressive language processes required for rapid naming are quite similar to those required for the identification and recognition of single words. Hence, rapid naming has been consistently and strongly predictive of word-level reading difficulties and word identification ability.129-132 Indeed, naming speed appears to be as robust a predictor of reading performance than phonological processing ability, and represents the second component of the double deficit hypothesis of reading disability.Slow naming has been conceptualized to typify the phonological processing deficiencies common among individuals who have reading problems. Rapid naming is also partially dependent on the automatic visual processing of the stimulus. There are numerous non-phonologicThe Care Process 25requirements of rapid naming, most significantly speed of processing, including visual processing time and visual attention. Speed of processing appears as a stronger predictor of reading performance than phonological awareness tasks. Slow naming speed may signal a disruption of the automatic processes that support production oforthographic or visual mental representations of letters or words, which, in turn, result in quick word recognition.Reading fluency is understood as the rate of reading with comprehension and the ability to read orally with expression. It is the capacity to read text smoothly and automatically, with little effort or attention invested in the more basic mechanics of reading, for example, word decoding. Accomplishing fluency requires the ability to recognize words rapidly, with little attention required to the word's appearance. Even with appropriate phonological and accurate word pronunciation skills, fluent reading may not be attained without fully operational automatic word recognition processes. Comprehension, text integration and memory suffer when cognitive process is diverted to compensate for this lack of automaticity. Tests of rapid naming can give insights into automaticity of processing.• Difficulties in reading comprehension• Difficulty learning the alphabet (letter identification)Scores are typically based on the amount of time to name the stimulus items on each test.
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