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On the association between serial naming speed for letters and digits and word‐reading skill: towards a developmental account

16 references·16 citing·40 second hopsampled

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References

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1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1,393 cited
1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1,076 cited
2014Woodcock Reading Mastery Tests–Revised931 cited
1994The children's test of nonword repetition: A test of phonological working memory898 cited
2004Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.833 cited
2000Naming-Speed Processes, Timing, and Reading710 cited
1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia663 cited
1999Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.592 cited
1984Sources of individual differences in reading acquisition.589 cited
2003Naming speed and phonological awareness as predictors of reading development.537 cited

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1998

Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items

487 cited

2001Early Reading Development in Children at Family Risk for Dyslexia487 cited

1991Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?471 cited

Cited by

2008Rapid Naming Components and Their Relationship With Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes130 cited
2013Development of serial processing in reading and rapid naming130 cited
2016How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts124 cited
2008Rapid Serial Naming Is a Unique Predictor of Spelling in Children119 cited
2009RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?115 cited
2011What Discrete and Serial Rapid Automatized Naming Can Reveal About Reading113 cited
2012Longitudinal predictors of Chinese word reading and spelling among elementary grade students111 cited
2018Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study111 cited
2007Rapid naming speed and Chinese character recognition111 cited
2009Rapid serial naming and reading ability: the role of lexical access107 cited
2008Revisiting the “Simple View of Reading” in a Group of Children With Poor Reading Comprehension106 cited
2019Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia105 cited
2006Rhythm and reading development in school‐age children: a longitudinal study103 cited
2010Effects of phonological and musical training on the reading readiness of native- and foreign-Spanish-speaking children100 cited
2013Eye–voice span during rapid automatized naming of digits and dice in Chinese normal and dyslexic children89 cited
2015Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency89 cited