Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
- 1 April 1997
- journal article
- Published by Informa UK Limited in Scientific Studies of Reading
- Vol. 1 (2), 161-185
- https://doi.org/10.1207/s1532799xssr0102_4
Abstract
No abstract availableKeywords
This publication has 23 references indexed in Scilit:
- Tracing symbol naming speed's unique contributions to reading disabilities over timeReading and Writing, 1995
- Limits upon Orthographic Knowledge Due to Processes Indexed by Naming SpeedPublished by Springer Science and Business Media LLC ,1994
- Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.Journal of Educational Psychology, 1994
- Phonemic awareness, naming, visual symbol processing, and readingReading and Writing, 1993
- Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexiaReading and Writing, 1993
- The Role of Orthographic Processing Skills on Five Different Reading TasksReading Research Quarterly, 1992
- Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling.Journal of Educational Psychology, 1991
- Phonological processes as predictors of specific reading skills in children at risk for reading failureReading and Writing, 1990
- Word recognition in early reading: A review of the direct and indirect access hypothesesCognition, 1986
- Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement.Journal of Educational Psychology, 1984