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Background and Aim: Rapid automatized naming test is the best tool for screening, assessment and early prevention of reading disorders. Therefore with regard to the importance of this test in anticipation and assessment of reading disorders and absence of valid test in this area in Persian language, the target of study was designing and measuring the validity and reliability of this test.

Materials and Methods: Based on foreign test, items of test have selected with regard to the criterions of Persian language. Then the suggestions of experts in this field were collected. Study was performed in two weeks time-out on fifty students of the governmental and nongovernmental schools of the 12th education area of Tehran and 12 dyslexic children of learning disability centers. Then, to measure the differential power and reliability of the test, the results were analyzed.

Result: Findings indicate high correlation between first and second test. There is also significant difference between two groups (normal and dyslexic) in total time of the test in two stages.

Conclusion: Rapid automatized naming test is valid and reliable in Persian language and is able to distinguish between two groups (normal and dyslexic).

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Back ground and aim: The present study evaluated some language characteristics include: Semantic, Syntax and phonology in children with developmental dyslexia .          

 Materials and Methods: For this cross sectional/analytical study, 40 children between 7 and 8 years old were recruited by  non randomic sampling into 2 groups: 20 children with developmental dyslexia, with mean age of 8.04 years and 20 normal children with mean age 8.11 years. Data were collected using Parents Questionnaire,Teacher Questionnair and selected texts for informal evaluation, and we use Raven test of intelligence and Test of Reading and Dyslexia (NAMA) for diagnosing dyslexic children more carefully. At the end we use Test of Language Development-P:3 for comparing the language characteristics between 2 groups. Data were analyzed using t-test and Mann-Whitney.

 Results: Children with Dyslexia differ from the normal children in some language characteristics include : Semantic, Syntax and phonology. Comparing the means of Picture vocabulary,Oral vocabulary and Relational vocabulary tests were illustrated in 3 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ). Comparing the means of Sentence imitation, Sentence comprehension and Sentence completation tests were illustrated in 3 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ). Comparing the means of Phoneme analyze and Word discrimination tests were illustrated in 2 distinct features, demonstrated meaninngful difference between 2 groups ( p<0.05 ). Only in Word speaking Test there were no significant difference between 2 groups ( p>0.05 ).

Conclusion: In regard with these findings, accurate and deep evaluation of language by speech therapist is essential for dyslexic children and also speech therapy with focus on language skills can be clinical treatment, parallel to the traditional methods, in children with dyslexia.

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 Background and aim: Dyslexia is a language learning disorder which leads to some impairment in written language including reading and spelling. Children with dyslexia are mostly suffering in areas like Morphology, Phonology, semantic and pragmatic. Thus the main purpose of this study is to investigate the morphological awareness, as a significant aspect in reading components (Speed, accuracy and understanding) in which the children are impaired. 

Material and Methods: In the current study, 27 dyslexic students and 57 normal students in second grade of primary school participated. Existence of dyslexia was determined through administrating a reading test of "Nama", and in order to be sure that none of the students of normal group has language deficit, the language development test "TOLD" was administrated on normal students. In order to assess morphological knowledge of participants, a morphological awareness test was administrated too. In addition to determine the reading speed, accuracy and comprehension, the "NAMA" subtests were employed. Data obtained, were analyzed with the help of inferential statistical methods such as linear Pearson correlation coefficient test, Spearman test, Normal Kolmogrov - Smirnov test, T-test and linear regression test (ANOVA).

Result: Correlation coefficient between morphological awareness and reading speed in whole sample was calculated to be -0.9158, that of morphological awareness and reading accuracy was 0.9514, and that of morphological awareness and reading comprehension was 0.926. This shows significant correlation among morphological awareness and components of reading skill. While the same correlation coefficients, in dyslexic children were respectively -0.689, 0.1403 and 0.1062. It shows that there was not significant relationship in dyslexic children. The T-test also indicated that morphological awareness, reading comprehension skills, reading speed and reading accuracy skills had significant meaningful differences between two groups.

Conclusion: morphological awareness, reading speed, accuracy and comprehension, were in a lower level among dyslexic children in comparison with normal children, and this can be regarded as one linguistic aspect that can be effectual in reading speed, accuracy and comprehension. However among the dyslexic children whose difficulties were limited to the word level (e.g. dyslexic group sample), morphological awareness did not have any influence on their reading skills.Key words: Morphological awareness, reading speed, reading accuracy,reading comprehension, dyslexia