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

2008 ◽  
Vol 31 (3) ◽  
pp. 302-318 ◽  
Author(s):  
George K. Georgiou ◽  
J. P. Das ◽  
Denyse V. Hayward
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Naming Speed ◽  
Rapid Naming ◽  
Rapid Naming Speed

Rapid naming speed components and reading development in a consistent orthography

2012 ◽  
Vol 112 (1) ◽  
pp. 1-17 ◽  
Author(s):  
George K. Georgiou ◽  
Timothy C. Papadopoulos ◽  
Argyro Fella ◽  
Rauno Parrila
Keyword(s):  
Reading Development ◽  
Naming Speed ◽  
Rapid Naming ◽  
Rapid Naming Speed

scholarly journals A longitudinal study of phonological processing skills and reading in bilingual children

2005 ◽  
Vol 26 (4) ◽  
pp. 559-578 ◽  
Author(s):  
ADÈLE LAFRANCE ◽  
ALEXANDRA GOTTARDO
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Naming Speed ◽  
Bilingual Children ◽  
Orthographic Depth ◽  
French And English

French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.

Rapid naming speed and Chinese character recognition

2007 ◽  
Vol 21 (3) ◽  
pp. 231-253 ◽  
Author(s):  
Chen-Huei Liao ◽  
George K. Georgiou ◽  
Rauno Parrila
Keyword(s):  
Character Recognition ◽  
Chinese Character ◽  
Naming Speed ◽  
Rapid Naming ◽  
Chinese Character Recognition ◽  
Rapid Naming Speed

Rapid Naming Speed Components and Early Reading Acquisition

2006 ◽  
Vol 10 (2) ◽  
pp. 199-220 ◽  
Author(s):  
George K. Georgiou ◽  
Rauno Parrila ◽  
John Kirby
Keyword(s):  
Reading Acquisition ◽  
Early Reading ◽  
Naming Speed ◽  
Rapid Naming ◽  
Early Reading Acquisition ◽  
Rapid Naming Speed

Rapid naming speed and reading across languages that vary in orthographic consistency

2007 ◽  
Vol 21 (9) ◽  
pp. 885-903 ◽  
Author(s):  
George K. Georgiou ◽  
Rauno Parrila ◽  
Chen-Huei Liao
Keyword(s):  
Naming Speed ◽  
Rapid Naming ◽  
Orthographic Consistency ◽  
Rapid Naming Speed

scholarly journals A Cross-Lagged Model of the Development of ADHD Inattention Symptoms and Rapid Naming Speed

2012 ◽  
Vol 40 (8) ◽  
pp. 1313-1326 ◽  
Author(s):  
Anne B. Arnett ◽  
Bruce F. Pennington ◽  
Erik Willcutt ◽  
Julia Dmitrieva ◽  
Brian Byrne ◽  
...  
Keyword(s):  
Naming Speed ◽  
Rapid Naming ◽  
Rapid Naming Speed

scholarly journals Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

2011 ◽  
Vol 13 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Kadi Lukanenok
Keyword(s):  
Reading Instruction ◽  
Reading Speed ◽  
Reading Difficulties ◽  
Modern Society ◽  
Naming Speed ◽  
Rapid Naming ◽  
Good Tool ◽  
Transparent Orthography ◽  
The Relationship ◽  
Rapid Naming Speed

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.

Inhibitory Processes, Working Memory, Phonological Awareness, Naming Speed, and Early Arithmetic Achievement

2011 ◽  
Vol 14 (2) ◽  
pp. 580-588 ◽  
Author(s):  
Jose I. Navarro ◽  
Manuel Aguilar ◽  
Concepcion Alcalde ◽  
Gonzalo Ruiz ◽  
Esperanza Marchena ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Digit Span ◽  
Naming Speed ◽  
Rapid Automatized Naming ◽  
Early Numeracy ◽  
Inhibitory Processes ◽  
Mathematical Performance ◽  
Interference Test

This study identified the cognitive processes that underlie the individual differences in early mathematical performance in elementary school children. Taking into account the Baddeley framework multicomponent model, the inhibitory processes, working memory, phonological awareness, and naming speed are considered to be related to early math learning. To examine this relationship, we compared the performance of a total of 424 typically developing middle-class children, aged between 4 and 7 years in a battery of cognitive and early numeric tests: The Utrecht Early Numeracy Test, the Rapid Automatized Naming Test, Spanish version of the Stroop task, the Numeracy Interference Test, Digit Span test, and Phonological Knowledge Test. The mean age of the participants was 72.21 months (sd = 14.8), and 48.6% were male and 51.4% were female. The results demonstrated that children performing worst on central executive, phonological processing, and inhibitory processes showed lower results in early mathematical tasks measured by The Utrecht Early Numeracy Test. Results supported the notion that the executive system is an important predictor of children's mathematical performance.

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