Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability
| Autor: | Charles Hulme, Meesha Warmington |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2012 |
| Předmět: |
Visual perception
Computer science media_common.quotation_subject education Primary education Dyslexia Cognition medicine.disease behavioral disciplines and activities Linguistics Education Reading (process) Word recognition Ran medicine Psychology (miscellaneous) Rapid automatized naming media_common Cognitive psychology |
| Popis: | This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition, whereas visual-verbal paired-associate learning, RAN, and phoneme awareness were predictors of nonword reading. These results suggest that visual-verbal paired-associate learning, RAN, and phoneme awareness tap related but far-from-identical processes and are important predictors of different aspects of reading skills in children. |
| Databáze: | OpenAIRE |
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