The Contribution of Naming Speed to the Simple View of Reading

By Timothy C. Johnston, John R. Kirby. 2006

214 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/990dac20bf1925c6c98d8c4f9b22dee74153f8f1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “Following up on that, Johnston and Kirby (2006) showed that this significant contribution of naming is due to measurement of decoding with nonwords and largely disappears when decoding is measured using word reading. They hypothesized that the “effect [of naming] is already included within the word ”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “measured by non-word decoding, are a less powerful predictor of reading comprehension than real word decoding (Byrne and Fielding-Barnsley 1995; Conners 2009; Johnston and Kirby 2006; but see Chen and Vellutino 1997 for different results).”
Growth and predictors of change in English language learners' reading comprehension (2013, background): “Longitudinal studies based on monolinguals provide support for an augmented SVR model (e.g., Johnston & Kirby, 2006; Kendeou, van den Broek, White & Lynch, 2009b; Kirby, Parrila & Pfeiffer, 2003; Oakhill & Cain, 2012; Tilstra, McMaster, van den Broek, Kendeou & Rapp, 2009) as do longitudinal…”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Naming speed, regarded as a precursor of word reading fluency, is related to young readers’ concurrent and later reading comprehension (Aarnouste, van Leeuwe, & Verhoeven, 2005; Johnston & Kirby, 2006; Parrila et al., 2004).”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “The relative contribution of RAN performance to predicting reading scores might even be stronger for less-proficient readers (e.g., Araújo, Pacheco, Faísca, Petersson, & Reis, 2010; Johnston & Kirby, 2006; McBride-Chang & Manis, 1996; but see, for example, Katzir et al., 2006).”
The Role of Vocabulary in the Context of the Simple View of Reading (2013, background): “…the two factors (Chen & Vellutino, 1997; Joshi & Aaron, 2000; Savage, 2006), the role of fluency or accuracy measures (Adlof, Catts, & Little, 2006; Johnston & Kirby, 2006; Joshi & Aaron, 2000), and the use of words or nonwords to assess the print-dependent component (Chen & Vellutino, 1997; Goff…”
The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, unknown): “processing (e.g., Castles & Coltheart, 1993; Cunningham, Perry, & Stanovich, 2001), and processing speed (Joshi & Aaron, 2001; Katzir et al., 2006; Johnston & Kirby, 2006 ).”
Decoding and Reading Comprehension (2014, result): “These results are supported by other recent work (Florit & Cain, 2011; Johnston & Kirby, 2006; Protopapas, Simos, Sideridis, & Mouzaki, 2012; Savage, 2001, 2006) and have important implications for the assessment of reading ability and also our theoretical models of reading.”
Attentional control and the Simple View of reading (2009, methodology): “that letter naming speed contributed significantly to reading comprehension beyond decoding and language comprehension, but this has only been replicated consistently when a nonword rather than word or composite decoding term was used (Cutting & Scarborough, 2006; Johnston & Kirby, 2006 ).”
Can the Simple View Deal with the Complexities of Reading (2008, methodology): “(c) The SVR model proves to be a good predictor of future performance in RC over the first 4 years or so of reading acquisition (Catts et al., 2003; Demont and Gombert, 1996; Johnston and Kirby, 2006; Oakhill et al., 2003; Tunmer and Hoover, 1992).”
Fluency Has a Role in the Simple View of Reading (2013, methodology): “In addition, automatic recognition of overlearned stimuli (letters) was included as a possible component of fluency based on previous findings showing a relationship with measures of reading comprehension ( Hudson et al, 2009 ; Johnston & Kirby, 2006 ; Joshi & Aaron, 2000 ; Schwanenflugel et al, ”
A Longitudinal Study of the Role of Reading Motivation in Primary Students’ Reading Comprehension: Implications for a Less Simple View of Reading (2016, background): “…contribute to reading comprehension beyond D and LC, and some skills require coordination of elements of both D and LC and thus cannot be easily subsumed into either of these constructs (e.g., see Cartwright, 2007; Conners, 2009; Johnston & Kirby, 2006; Joshi & Aaron, 2000; Oulette & Beers, 2010).”
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, methodology): “The simple view has been used as a theoretical framework for numerous studies with monolingual English speakers, primarily in the elementary school years (e.g., Byrne & Fielding-Barnsley, 1995; Catts, Adlof, & Weismer, 2006; Catts, Hogan, & Adlof, 2005; Cutting & Scarborough, 2006; Johnston & Kirby”
Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency (2018, background): “…home literacy activities and rapid naming speed (see Liu & Georgiou, 2017), which is a unique predictor of reading fluency (e.g., Georgiou, Aro, Liao, & Parrila, 2016; Savage & Frederickson, 2005) and reading comprehension (e.g., Ho et al., 2017; Johnston & Kirby, 2006; Poulsen & Elbro, 2013).”
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018, unknown): “…IQ and general processing (e.g., Gustafson, Samuelsson, Johansson, & Wallmann, 2013; Kershaw & Schatschneider, 2012), processing speed (e.g., Johnston & Kirby, 2006; Joshi & Aaron, 2000), decoding fluency (e.g., Cutting & Scarborough, 2006; Kershaw & Schatschneider, 2012), text-reading…”