The role of naming speed within a model of reading acquisition

By P. Bowers, E. Newby-Clark. 2002

141 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/00fcfda6839456e9b95a8c71ec7f56ea9e831cf9

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Education

Citations in the corpus

Motor skills, automaticity and developmental dyslexia: A review of the research literature (2004, background): “Wolf & Bowers, 1999) and more specifically of difficulties in inter-hemispheric communication (Wolff et al., 1990b; Wolff, 2002). However, this data benefit from closer inspection before such conclusions are drawn. Some of the motor tasks used such as timed nonword repetition might relate to known l”
The Contribution of Naming Speed to the Simple View of Reading (2006, background): “Whereas phonological awareness measures sublexical processing, naming speed is thought to contribute independently to word recognition because it contributes more to lexical or whole word processing ( Bowers & Newby-Clark, 2002 ).”
Rapid naming speed and Chinese character recognition (2008, background): “The studies show that (1) RAN tasks that require participants to name continuously presented and highly familiar stimuli account for independent variance in word reading and reading comprehension after controlling for various phonological processing measures (e.g., Bowers & Newby-Clarke, 2002; Cla”
Phonological awareness and morphological awareness: differential associations to regular and irregular word recognition in early Korean Hangul readers (2008, background): “Researchers continue to debate the constructs represented by tasks of speeded naming (e.g., Bowers & Newby-Clark, 2002; Manis, Seidenberg, & Doi, 1999).”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “If the association between RAN and reading is mediated by factors related to or subserving orthographic skills and orthographic skill development (Bowers & Newby-Clark, 2002; Bowers & Wolf, 1993), then we would expect the relationship to be stronger for reading tasks that rely more heavily on…”
A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, methodology): “The proposed mechanisms underlying the RAN– reading relationship are diverse: RAN is associated with reading via orthographic processing (Bowers & Newby-Clark, 2002; Bowers & Wolf, 1993; Wolf et al., 2000); both draw upon a domain-general speed-of-processing factor (Kail & Hall, 1994; Kail, Hall, &…”
Metalinguistic contributions to reading and spelling in second and third grade students (2012, background): “Performance on RAN measures, then, may reflect the rate at which children learn and store new linguistic information ( Bowers & Newby-Clark, 2002; Wolf & Bowers, 1999).”