Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children

Autor:	Stephen Hecht, Carol A. Rashotte, Richard K. Wagner, Joseph K. Torgesen, Stephen R. Burgess
Rok vydání:	1997
Předmět:	media_common.quotation_subject Primary education Contrast (statistics) Education Test (assessment) Phonological awareness Reading (process) Word recognition Psychology (miscellaneous) Psychology Rapid automatized naming Reading skills Cognitive psychology media_common
Zdroj:	Scientific Studies of Reading. 1:161-185
ISSN:	1532-799X 1088-8438
DOI:	10.1207/s1532799xssr0102_4
Popis:	A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading skills in 2 overlapping periods of development: second to fourth grade, and third to fifth grade. Separate analyses were done on the entire sample of approximately 200 children as well as on subsamples selected for impairment in word-reading development (bottom 20% and bottom 10% of readers). When second- and third-grade reading skills were not included in the multiple regressions, both rapid automatic naming and phonological awareness skills were strongly predictive of individual differences in reading 2 years later. With prior levels of reading skill included in the predictive equation, rapid automatic naming ability did not uniquely explain variance in any of the reading outcome measures. In contrast, individual differences in phonological awareness in both second and third grades did uniquely explain growth...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::1ee74317eda0f9de31913a4fcf0a29d5 https://doi.org/10.1207/s1532799xssr0102_4 Zobrazit plný text záznamu