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Rapid automatized naming: what it is, what it is not, and why it matters
16 references·0 citing·47 second hop
Rapid automatized naming: what it is, what it is not, and why it matters (2024)Rapid automatized naming: what it is, wha…Towards a dynamic, comprehensive conceptualization of dyslexia (2024)Towards a dynamic, comprehens…Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study (2018)Phonological Awareness and Ra…How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts (2016)How Is RAN Related to Reading…Rapid automatized naming and reading performance: A meta-analysis. (2014)Rapid automatized naming and …RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention (2014)RAN as a predictor of reading…lavaan : An R Package for Structural Equation Modeling (2012)lavaan : An R Package for Str…Is working memory training effective? A meta-analytic review. (2012)Is working memory training ef…Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities (2011)Rapid Automatized Naming (RAN…Naming Speed and Reading: From Prediction to Instruction (2010)Naming Speed and Reading: Fro…Predicting Individual Differences in Learning to Read (2008)Predicting Individual Differe…Rapid automatic naming: Easy to measure, hard to improve (quickly) (2004)Rapid automatic naming: Easy …The Influence of Item Composition on RAN Letter Performance in First-Grade Children (2003)The Influence of Item Composi…Comparing the phonological and double deficit hypotheses for developmental dyslexia (2001)Comparing the phonological an…Remediating the Core Deficits of Developmental Reading Disability (2000)Remediating the Core Deficits…The double-deficit hypothesis for the developmental dyslexias. (1999)The double-deficit hypothesis…Subtypes of reading disability: Variability around a phonological core. (1998)Subtypes of reading disabilit…Four Factor Index of Social Status (1975)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Investigating the central executive in adult dyslexics: Evidence from phonological and visuospatial working memory performance (2003)The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability (2004)Relationships Among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers (2005)Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models (1982)Structural Equations with Latent Variables. (1991)Testing Structural Equation Models. 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(1994)Boston Naming Test (2001)Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence (2003)The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder (2004)The Education of Dyslexic Children from Childhood to Young Adulthood (2007)Decoding, Reading, and Reading Disability (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)A distributed, developmental model of word recognition and naming. (1989)Comprehensive Test of Phonological Processing (2001)From single to multiple deficit models of developmental disorders (2006)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Categorizing sounds and learning to read—a causal connection (1983)The motor theory of speech perception revised (1985)Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. (2000)Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development (2002)The Double-Deficit Hypothesis (2006)Toward a theory of automatic information processing in reading (1974)Foundation literacy acquisition in European orthographies (2003)Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children (2019)Trim and Fill: A Simple Funnel‐Plot–Based Method of Testing and Adjusting for Publication Bias in Meta‐Analysis (2000)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Computerized Cognitive Training in Cognitively Healthy Older Adults: A Systematic Review and Meta-Analysis of Effect Modifiers (2014)Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not (2015)Do “Brain-Training” Programs Work? (2016)A power primer. (1992)Introduction to Meta‐Analysis (2009)How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis (2015)A Cumulative Risk and Resilience Model of Dyslexia (2021)Reading Development and Dyslexia (2002)Specific Disorders and Broader Phenotypes: The Case of Dyslexia (2007)Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (2009)
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References

  • 2012lavaan : An R Package for Structural Equation Modeling27,889 cited
  • 1999The double-deficit hypothesis for the developmental dyslexias.1,800 cited
  • 2012Is working memory training effective? A meta-analytic review.1,780 cited
  • 2011Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities768 cited
  • 1998Subtypes of reading disability: Variability around a phonological core.464 cited
  • 2010Naming Speed and Reading: From Prediction to Instruction350 cited
  • 2014Rapid automatized naming and reading performance: A meta-analysis.326 cited
  • 2000Remediating the Core Deficits of Developmental Reading Disability244 cited
  • 2008Predicting Individual Differences in Learning to Read216 cited
  • 2001Comparing the phonological and double deficit hypotheses for developmental dyslexia130 cited
  • 2016How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts124 cited
  • 2018Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study111 cited
  • 2004Rapid automatic naming: Easy to measure, hard to improve (quickly)105 cited
  • 2014RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention

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69 cited
  • 2024Towards a dynamic, comprehensive conceptualization of dyslexia63 cited
  • 2003The Influence of Item Composition on RAN Letter Performance in First-Grade Children53 cited
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