38 Chapter 2 mistakes. The reliability differs per age but is at least .59 (Kort et al., 2005b). Second, during the subtest, “Spoonerism” (Kort et al., 2005b) the child had to switch the first sounds of two words (e.g., “John Lennon” becomes “Lohn Jennon”). Testing was terminated after five consecutive mistakes. The reliability differs per age but is at least .60 (Kort et al., 2005b). In both tests, all correctly formed words were counted. Rapid automatized naming Rapid automatized naming was measured by adding the z‐scores of two subtests from “Continuous Naming and Reading Words” (Van den Bos & Lutje Spelberg, 2007). First, during “Naming Letters,” the child had to read out loud 50 letters. Second, during “Naming Digits,” the child had to read out loud 50 digits. The child was asked to name these visual stimuli as fast as possible. The time in seconds, needed to finish each subtest, was used for analysis. A low score therefore represents a good performance on this task. The reliability of this measure differs per age but is at least .75 (Van den Bos & Lutje Spelberg, 2007). Verbal working memory Verbal working memory was measured using the backward task of the Number Recall subtest from the Wechsler Intelligence Scale for Children (WISC‐IIINL; Kort et al., 2005a). In this task, the experimenter pronounces sequences of digits that the child was asked to repeat in backward order. Testing was terminated after two consecutive mistakes. The number of correctly recalled sequences was counted. The reliability of this measure differs per age but is at least .50 (Kort et al., 2005a). Semantic abilities Semantic abilities were measured by adding the z‐scores of four subtests from the WISC‐IIINL (Kort et al., 2005a). First, during “Information,” the child has to answer verbally asked questions to test their general knowledge about events, objects, places, and people. Based on the manual, the child received zero, one, or two points for each item. Testing was terminated after five consecutive mistakes. All points were counted afterwards. The reliability differs per age but is at least 0.64 (Kort et al., 2005a). Second, during “Similarities,” the child has to name the similarity between two concepts. Based on the manual, the child received zero, one, or two points for each item. Testing was terminated after four consecutive mistakes. All points were counted afterwards. The reliability differs per age but is at least .65 (Kort et al., 2005a). Third, during “Productive vocabulary,” the experimenter pronounces a word and the task of the child was to define the given word. Based on the manual, the child received zero, one, or two points for each item. Testing was terminated after four consecutive mistakes. All points were
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