Phonological sensitivity, rapid naming, and beginning reading

Virginia Cronin

71 citations0/0 files storedApplied Psycholinguistics

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

ABSTRACT Reading acquisition was related to phonological sensitivity and rapid naming in a longitudinal study with young children. Phonological assessment consisted of rhyme and initial consonant discrimination, while the rapid naming tasks were made up of pictures, letters, and numbers. The subjects were 95 children from two grade levels, primary and first grade. They were tested in the fall and spring of the first year and the spring of the second year. It was found that the phonological and rapid naming tests each predicted unique variance in reading attainment, as measured at the end of the second year of the study. The rapid naming responses became more automatic early in the first grade year, while naming times generally became faster. Although many researchers regard rapid naming as part of the phonological core, the present article discusses the various advantages of considering rapid naming as a separate factor in reading development.

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References

1974Toward a theory of automatic information processing in reading 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader 1992The Nonword Reading Deficit in Developmental Dyslexia: A Review

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2022Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis 2016Neural basis of phonological awareness in beginning readers with familial risk of dyslexia—Results from shallow orthography 2014A functional investigation of RAN letters, digits, and objects: How similar are they?2005ERP Nonword Rhyming Effects in Children and Adults

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