الفهرس 
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Abstract
Word finding difficulties (WFD) are defined as reduced ability to retrieve and /or produce a specific word in response to a stimulus or situation. This WFD impedes oral communication and reading, both require efficient retrieval of words from mental lexicon (Faust et al., 1997).
Leonard et al. (1983) discussed two possible underlying causes for word finding problems in children. First, the storage hypothesis which proposed that the child has not learned the names for lexical items adequately. Second hypothesis focused on retrieval problems.
Word Finding difficulties have been identified and described among Children who have learning disabilities (LD), specific language impairment (SLI) and attention deficit hyperactive disorder (ADHD) (German and Newman, 2005).Also aphasic patients may have severe form of word finding difficulty (Howard and Gatehouse, 2006).
Children with word finding problems have difficulty in retrieving specific words such as nouns, verbs, adjectives. They may be described as either inaccurate retrievers or slow retrievers or both. German (2000a) mentioned that they produce unique responses that may be semantically- or form-related substitution. They may also produce secondary characteristics as gestures and extraverbalizations. In discourse context, they have difficulty in relating events to each other. Their discourse may be brief and contain high incidence of word finding behaviors such as word repetition, word reformulations (revisions), substitutions, insertions, empty words, time fillers and silent delay (German and Simon, 1991).
There are many tests for assessment of word finding difficulty. Some of these tests were designed for assessment of WFD in children as Test of Word Finding –Second Edition (TWF-2 German 2000b), Arabic-Test of Word Finding Difficulty (Khedr et al., 2009) and Test of word naming speed in Specific Language Impairment Children (Adel et al., 2014). Other tests were designed for assessment of word finding difficulty in adults as Philadelphia Naming Test(PNT)(Roach et al., 1996) and Northwestern Naming Battery (NNB) (Thompson et al., 2012).
This study was done to design a new test for evaluation of word finding difficulty in children. It consists of 7 sections. The pictures were chosen to be suitable for the environment at Sohag governorate that gathers both urban and rural features. There are 2 items without pictures (sentence completion and description naming) which don’t depend on visual cues to retrieve the word on request. They only evaluate the ability to retrieve the word in situation. The test was applied on a group of 50 normal children with an age range of 5-10 years and a group 25 delayed language development children with the same age range. The study revealed that the scores of normal children in all sections of the test were higher than the scores of DLD children.
Conclusion and Recommendations
- Word finding difficulty test was designed to be applied in children. It consists of 7 sections to cover most of items needed to be assessed e.g. nouns, professions, categories, verbs as well as sentence completion and description to allow thorough assessment.
- Word finding difficulty test length and duration of application is suitable for children.
- Children with DLD in the age of 5-10 years were found to score less than than their age-matched normal children in word finding difficulty test.
- Evidence from research suggests that word finding difficulty test is a good tool for detection of word finding difficulty in children.
- If naming problems are suspected, the word finding difficulty test should be applied for proper evaluation. Consequently proper intervention will be made and better results will be expected.