Rapid automatic naming: Easy to measure, hard to improve (quickly)

Annals of Dyslexia

Volumn 54, Issue , 2004, Pages 65-88

  De Jong, Peter F ^a   Vrielink, Lidy Oude ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4344671736     PISSN: 07369387     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11881-004-0004-1     Document Type: Review

References (37)

1. Bowers, P. G., Golden, J. O., Kennedy, A., & Young, A. (1994). Limits upon orthographic knowledge due to processes indexed by naming speed. In V. W. Berninger (Ed.), The varieties of orthographic of orthographic knowledge: Vol. I. Theoretical and developmental issues (pp. 173-218). Dordrecht, The Netherlands: Kluwer.
2. Bowers, P. G., Sunseth, K., & Golden, J. (1999). The route between rapid naming and reading progress. Scientific Studies of Reading, 3, 31-53.
3. Bowers, P. G., & Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
4. Compton, D. L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4, 219-259.
5. Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and decoding skill in first grade children. Journal of Educational Psychology, 95, 225-239.
6. Cutting, L. E., & Denckla, M. B. (2001). The relationship of serial rapid naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14, 673-705.
7. de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
8. de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51-77.
9. de Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22-40.
10. de Jong, P. F., van Daal, V. H. P., & van der Leij, A. (in preparation). Time-dependent relationships of serial and discrete rapid naming with reading.
11. Denckla, M., & Rudel, R. (1976). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3, 1-15.
12. Felton, R. H., & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing: An interdisciplinary Journal, 2, 39-59.
13. Geary, D. C. (1994). Children's mathematical development. Washington, DC: American Psychological Association.
14. Gollob, H. F., & Reichardt, C. S. (1987). Taking account of time lags in causal models. Child Development, 58, 80-92.
15. Ho, C., & Lai, D. (1999). Naming speed deficits and phonological memory deficits in Chinese developmental dyslexia. Learning and Individual Differences, 11, 173-186.
16. Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 user's reference guide (2nd ed.). Chicago: Scientific Software.
17. Levy, B. A. (2001). Moving the bottom: Improving reading fluency. In M. Wolf (Ed.), Dyslexia, fluency and the brain (pp. 357-379). Timonium. MD: York Press.
18. Manis, F. R., & Freedman, L. (2001). The relationship of naming speed to multiple reading measures in disabled and normal readers. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 65-92). Timonium, MD: York Press.
19. Manis, F. R., Seidenberg, M. S., & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
20. Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R., H. (1998). Longitudinal course of rapid naming in disabled and nondisabled readers. Annals of Dyslexia, 48, 91-114.
21. Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339.
22. Reitsma, P., & Verhoeven, L. (1990). Acquisition of written Dutch: An introduction. In P. Reitsma & L. Verhoeven (Eds.), Acquisition of reading in Dutch (pp. 1-13). Dordrecht, The Netherlands: Foris Publications.
23. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
24. Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
25. Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245-251.
26. Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading; Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency and the brain (pp. 333-355). Timonium. MD: York Press.
27. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & 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.
28. van den Bos, K. P., Zijlstra, B. J. H., & lutje Spelberg, H. C. (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.
29. Verhoeven, L. (1993a). Woordenschattoets 1, Handleiding [Vocabulary test 1. Manual]. Arnhem: Cito.
30. Verhoeven, L. (1993b). Grafementoets, Handleiding [Grapheme test. Manual]. Arnhem: Cito.
31. Verhoeven, L. (1995). Drie-Minuten-Toets: Handleiding [Three-minute test: manual]. Arnhem: Cito.
32. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
33. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
34. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
35. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
36. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1005.
37. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for developmental dyslexias. Journal of Educational Psychology, 91, 415-438.