Relationships among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers

Journal of Learning Disabilities

Volumn 38, Issue 1, 2005, Pages 12-28

  Savage, Robert S ^c   Frederickson, Norah ^a,b   Goodwin, Roz ^a   Patni, Ulla ^a   Smith, Nicola ^a   Tuersley, Louise ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b BUCKINGHAMSHIRE COUNTY COUNCIL   (United Kingdom)

^c MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12744269933     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194050380010201     Document Type: Article

References (87)

1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
2. Baddeley, A. (1986). Working memory. Oxford, UK: Oxford University Press.
3. Baddeley, A. (1990). Working memory: Theory and practice. Hove, UK: Erlbaum.
4. Bowers, P. G. (1993). Text reading and rereading: Determinants of fluency beyond word recognition. Journal of Reading Behavior, 25, 133-153.
5. Bowers, P. G., & Newby-Clark, E. (2002). The role of naming speed within a model of reading acquisition. Reading and Writing: An Interdisciplinary Journal, 15, 109-126.
6. Bowers, P. G., Steffy, R., & Tate, E. (1988). Comparison of the effects of IQ control methods on memory and naming speed predictors of reading disability. Reading Research Quarterly, 23, 304-319.
7. Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219.
8. Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms, and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
9. Bradley, L. C., & Bryant, P. E. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
10. Bradley, L. C., & Bryant, P. E. (1985). Children's reading problems. Oxford, UK: Blackwell.
11. Bryant, P. E., & Impey, L. (1986). The similarities between normal children and dyslexic adults and children. Cognition, 24, 121-137.
12. Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313-321.
13. Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451-455.
14. Byrne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87, 488-503.
15. Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149-180.
16. Coltheart, M., Patterson, K. E., & Marshall, J. C. (1985). Deep dyslexia (2nd ed.). London: Routledge & Kegan Paul.
17. Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
18. Cornwall, A. (1992). The relationship of phonological awareness, rapid naming, and verbal memory to severe reading and spelling disability. Journal of Learning Disabilities, 25, 532-538.
19. Cutting, L. E., & Denckla, M. B. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14, 673-705.
20. Denenberg, V. H. (1999). A critique of Mody, Studdert-Kennedy, and Brady's "Speech perception deficits in poor readers: Auditory processing or phonological coding?" Journal of Learning Disabilities, 32, 379-383.
21. Department for Education and Employment. (1999). Ethnic minority pupils and pupils for whom English is an additional language. (Statistical Bulletin No. 3/99) London: Author.
22. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
23. Elliott, C., Smith, P., & McCulloch, K. (1996). British abilities scales II. Windsor, UK: NFER-Nelson.
24. Fawcett, A. J., & Nicholson, R. I. (1992). Automatization deficits in balance for dyslexie children. Perceptual and Motor Skills, 75, 507-529.
25. Felton, R. H., & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk of reading failure. Reading and Writing: An Interdisciplinary Journal, 2, 39-59.
26. Frederickson, N., Frith, U., & Reason, R. (1997). Phonological assessment battery. Windsor, UK: NFER.
27. Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. Hove, UK: Erlbaum.
28. Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177-194.
29. Gathercole, S. E., Willis, C., & Baddeley, A. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
30. Gough, P. B., Ehri, L. C., & Treiman, R. (1992). Reading acquisition. Hillsdale, NJ: Erlbaum.
31. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
32. Hulme, C., Hatcher, P., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2-28.
33. Hulme, C., & Snowling, M. (Eds.). (1997). Dyslexia: Biology, cognition and intervention. London: Whurr.
34. Leather, C., & Henry, L. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88-111.
35. Liberman, I. Y., Shankweiler, D., Orlando, C., Harris, H. S., & Bell-Berti, F. B. (1971). Letter confusion and reversal of sequence in the beginning reader: Implications for Orton's theory of developmental dyslexia. Cortex, 7, 127-142.
36. Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Reading and the awareness of linguistic segments. Journal of Experimental Child Psychology, 18, 201-212.
37. Manis, F., Doi, L., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.
38. Marshall, C. M., Snowling, M. J., & Bailey, P. (2001). Rapid auditory processing and phonological ability in normal readers and readers with dyslexia. Journal of Speech, Language, and Hearing Research, 44, 925-940.
39. Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998). Selective predictive value of rapid automatized naming in poor readers. Journal of Learning Disabilities, 31, 106-117.
40. Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231.
41. Miles, T. R., & Miles, E. (1999). Dyslexia: 100 years on (2nd ed.). Buckingham, UK: Open University Press.
42. National Foundation for Educational Research. (2000). Group reading test II. Windsor, UK: NFER-Nelson.
43. Nicolson, R. I. (2001). Dyslexia: Into the future. In A. J. Fawcett (Ed.), Dyslexia: Theory & good practice (pp. 1-35). London: Whurr.
44. Nicolson, R. I., & Fawcett, A. J. (1990). Automaticity: A new framework for dyslexia research. Cognition, 35, 159-182.
45. Nicolson, R. I., & Fawcett, A. J. (1995). Dyslexia is more than a phonological disability. Dyslexia, 1, 19-36.
46. Nicolson, R. I., & Fawcett, A. J. (1996). Dyslexia screening test. London: Psychological Corp.
47. Nicolson, R. I., & Fawcett, A. J. (2000). Long-term learning in dyslexic children. European Journal of Cognitive Psychology, 12, 357-393.
48. Nittrouer, S. (1999). Do temporal processing deficits cause phonological language problems? Journal of Speech, Language, and Hearing Research, 42, 925-942.
49. Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
50. Pennington, B. F., Cardoso-Martins, C., Green, P. A., & Lefly, D. L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14, 707-755.
51. Perfetti, C. A. (1985). Reading ability. Oxford, UK: Oxford University Press.
52. Pickering, S., & Gathercole, S. (2001). Working memory test battery for children. London: Psychological Corp.
53. Rack, J. P., & Olson, R. K. (1993). Phonological deficits and individual differences in reading disability: Genetic and environmental influences. Developmental Review, 13, 269-278.
54. Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
55. Reed, M. A. (1989). Speech perception and the discrimination of brief auditory cues in reading disabled children. Journal of Experimental Child Psychology, 48, 270-292.
56. Rohl, M., & Pratt, C. (1995). Phonological awareness, verbal working memory, and the acquisition of literacy. Reading and Writing: An Interdisciplinary Journal, 7, 327-360.
57. Savage, R. S. (2004). Motor skills, automaticity, and dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17, 301-324.
58. Shallice, T. (1988). From neuropsychology to mental structure. Cambridge, UK: Cambridge University Press.
59. Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (2002). Temporal processing and reading ability. Reading and Writing: An Interdisciplinary Journal, 15, 151-178.
60. Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing. II: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-199.
61. Snowling, M. J. (2000). Dyslexia. Oxford, UK: Blackwell.
62. Stanovich, K., & Siegel, L. S. (1994). The phenotypic performance profile of reading-disabled children: The regression based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
63. Stanovich, K., Siegel, L. S., & Gottardo, A. (1997). Progress in the search for dyslexia subtypes. In C. Hulme & M. J. Snowling (Eds.), Dyslexia: Biology, cognition and intervention (pp. 108-130). London: Whurr.
64. Studdert-Kennedy, M., Mody, M., & Brady, S. (2000). Speech perception deficits in poor readers: A reply to Denenberg's critique. Journal of Learning Disabilities, 33, 317-321.
65. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon.
66. Tallal, P., & Piercy, M. (1973). Deficits of nonverbal auditory processing in children with developmental aphasia. Nature, 241, 468-489.
67. Tallal, P., & Piercy, M. (1974). Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception. Neuropsychologia, 12, 83-93.
68. Tallal, P., & Piercy, M. (1975). Developmental aphasia: The perception of brief vowels and extended stop consonants. Neuropsychologia, 13, 69-74.
69. Tallal, P., Miller, S. L., Jenkins, W. M., & Merzenich, M. M. (1997). The role of temporal processing in developmental language-based learning disorders: Research and clinical implications. In Blachman, B. A. (Ed.), Foundations of reading acquisition and. dyslexia: Implications for early intervention (pp. 49-66). Mahwah, NJ: Erlbaum.
70. Temple, C., & Marshall, J. C. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74, 517-533.
71. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, C., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to-fifth grade children. Scientific Studies of Reading, 1, 161-185.
72. Tunmer, W. E., & Nesdale, A. R. (1985). Phonemic segmentation and beginning reading. Journal of Educational Psychology, 77, 417-427.
73. Van Den Bos, K., Zijlstra, G. B. J. H., & Spelberg, H. C. L. (2002). Life-span data on continuous naming speeds of numbers, letters, colors, and pictured objects, and word reading speed. Scientific Studies of Reading, 6, 25-49.
74. Van IJzendoorn, M. H., & Bus, A. G. (1994). Meta-analytic confirmation of the nonword reading deficit in developmental dyslexia. Reading Research Quarterly, 29, 267-275.
75. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as a basic cause of specific reading disability. Journal of Educational Psychology, 88, 601-638.
76. Waber, D. P., Weiler, M. D., Wolff, P. H., Bellinger, D., Marcus, D. J., Ariel, R., et al. (2001). Processing of rapid auditory stimuli in school-age children referred for evaluation of learning disorders. Child Development, 72, 37-49.
77. Wagner, R. K. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill-Palmer Quarterly, 34, 261-279.
78. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
79. Wimmer, H., Mayringer, H., & Landerl, K. (1998). Poor reading: A deficit in skill automatization or a phonological deficit? Scientific Studies of Reading, 2, 321-340.
80. Wimmer, H., Mayringer. H., & Raberger, T. (1999). Reading and dual task balancing: Evidence against the automatization deficit explanation of dyslexia. Journal of Learning Disabilities, 32, 473-478.
81. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 16, 123-141.
82. Wolf, M., & Bowers, P. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
83. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
84. Wolf, M., & O'Brien, B. (2001). On issues of time, fluency and intervention. In A. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 124-140). London: Whurr.
85. Wolf, M., O'Rourke, G. A., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43-72.
86. Young, D. (1987). SPAR spelling and reading tests (2nd ed.). London: Hodder & Stoughton.
87. Young, A., & Bowers, P. G. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428-454.