Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: a 1-year longitudinal study

2013 ◽  
Vol 38 (4) ◽  
pp. 387-404 ◽  
Author(s):  
Jeung-Ryeul Cho ◽  
Ming Ming Chiu
Keyword(s):  
Longitudinal Study ◽  
Rapid Naming ◽  
Korean Children ◽  
Reading And Writing ◽  
Korean Hangul

Phonological sensitivity, rapid naming, and beginning reading

1998 ◽  
Vol 19 (3) ◽  
pp. 447-461 ◽  
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.

scholarly journals Phonological Processing and Reading and Writing Skills in Literacy

2017 ◽  
Vol 27 (68) ◽  
pp. 298-305 ◽  
Author(s):  
Gabriela Guarnieri Mendes ◽  
Sylvia Domingos Barrera
Keyword(s):  
Factor Analysis ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Visual Processing ◽  
Cognitive Skills ◽  
Writing Skills ◽  
Rapid Naming ◽  
Phonological Memory ◽  
Reading And Writing ◽  
The Third

Abstract: Studies suggest the influence of phonological processing on literacy, although there is controversy about the cognitive skills underlying this construct. This study investigated the contribution of phonological awareness, phonological memory, rapid naming and visual processing in reading and writing performance of a sample of 50 students of the 3rd grade of an Elementary Public School. The results indicated that phonological awareness and phonological memory are the skills that contributed most to the initial performance in reading and writing. In respect of rapid naming, only the letters naming showed significant correlation with reading and writing and there was no correlation between visual processing and reading or writing. The exploratory factor analysis suggested the grouping of variables in three factors, the first formed by the phonological memory and phonological awareness, the second formed by the rapid naming and the third by the visual processing.

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