Rapid naming speed components and reading development in a consistent orthography

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 YearsReading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.

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Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.

Journal of Educational Psychology ◽

10.1037/0022-0663.95.2.225 ◽

2003 ◽

Vol 95 (2) ◽

pp. 225-239 ◽

Cited By ~ 91

Author(s):

Donald L. Compton

Keyword(s):

First Grade ◽

Naming Speed ◽

Rapid Naming ◽

The Relationship ◽

Rapid Naming Speed

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Comparing the contribution of two tests of working memory to reading in relation to phonological awareness and rapid naming speed

Journal of Research in Reading ◽

10.1111/j.1467-9817.2008.00373.x ◽

2008 ◽

Vol 31 (3) ◽

pp. 302-318 ◽

Cited By ~ 30

Author(s):

George K. Georgiou ◽

J. P. Das ◽

Denyse V. Hayward

Keyword(s):

Working Memory ◽

Phonological Awareness ◽

Naming Speed ◽

Rapid Naming ◽

Rapid Naming Speed

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Phonological sensitivity, rapid naming, and beginning reading

Applied Psycholinguistics ◽

10.1017/s0142716400010262 ◽

1998 ◽

Vol 19 (3) ◽

pp. 447-461 ◽

Cited By ~ 37

Author(s):

Virginia Cronin ◽

Paula Carver

Keyword(s):

Longitudinal Study ◽

Reading Development ◽

First Grade ◽

Rapid Naming ◽

First Year ◽

Grade Levels ◽

Phonological Sensitivity ◽

Separate Factor ◽

Second Year ◽

Naming Tasks

ABSTRACTReading 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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2. How to learn to read (or not)

Dyslexia: A Very Short Introduction ◽

10.1093/actrade/9780198818304.003.0002 ◽

2019 ◽

pp. 12-33

Author(s):

Margaret J. Snowling

Keyword(s):

Phonological Awareness ◽

Reading Development ◽

Spoken Language ◽

Rapid Naming ◽

Phoneme Awareness ◽

Alphabetic Principle ◽

Learning To Read

‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

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