Naming speed in dyslexia and dyscalculia

By Edith Willburger, B. Fussenegger, K. Moll, Guilherme Maia de Oliveira Wood, Karin Landerl. 2008

151 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

A Meta-Analysis of the Relation Between RAN and Mathematics (2017, background): “Based on the findings of previous studies that showed children with dyscalculia have a specific deficit in RAN quantities (e.g., Landerl et al., 2009; Willburger et al., 2008), we hypothesized that numeric RAN would be more strongly related to math than nonnumeric RAN.”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “In contrast, children who show deficits in both mathematics and reading (i.e., are dyscalculic and dyslexic) are weak in both pathways (Jordan et al., 2007; Willburger et al., 2008).”
Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, background): “In other words, dyscalculic children exhibited a deficit only in the rapid naming of quantities (Willburger et al., 2008) and numbers (Landerl, Bevan, & Butterworth, 2004).”