The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia

By Maryanne Wolf, A. G. O'Rourke, Calvin L. Gidney, M. Lovett, Paul T. Cirino, Robin G. Morris. 2002

338 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/aabc8da614f36c4932a3d35bbee14888427d0fdc

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In Developmental and Educational Psychology

In Education

In Psychiatry and Mental health

Citations in the corpus

Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language. (2005, background): “On the basis of previous work on English as a first language (e.g., Sunseth & Bowers, 2002; Wolf et al., 2002), phonological awareness and speeded naming were expected to predict unique variance in subsequent reading in a second language, though verbal memory was not (e.g., Wagner et al., 1997).”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “A growing body of data from studies of reading disabled children (Compton, Defries, & Olson, 2001; Wolf & Bowers, 1999; Wolf et al., 2002) or normal reading acquisition (Manis, Seidenberg, & Doi, 1999; Schatschneider, Carlson, Francis, Foorman, & Fletcher, 2002; Powell et al.”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, background): “A substantial body of evidence currently supports RAN as one of the best—and perhaps one of the most universal, longitudinal, and concurrent—predictors of reading ability and also a core deficit in reading disability (e.g., Araújo et al., 2011; Kirby, Parrila, & Pfeiffer, 2003; Kirby et al., 2008; V”
Motor skills, automaticity and developmental dyslexia: A review of the research literature (2004, background): “It is possible to subdivide populations of poor readers into those with rate, phonological awareness, and combined rate and phonological awareness deficits (e.g. Manis, Doi & Bhadha, 2000; Wolf et al., 2002).”
Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, background): “There is increasing evidence for the importance of naming speed (known as rapid automatised naming [RAN]) in reading acquisition and for its causal role in reading disability in alphabetic languages (e.g. Wimmer, Mayringer & Landerl, 2000; Wolf et al., 2002).”
Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. (2012, background): “These studies have suggested that 60% to 75% of individuals with reading or learning disabilities exhibit RAN deficits (Katzir et al. 2008, Waber et al. 2004, Wolf et al. 2002).”
Syntactic and phonological processing in developmental dyslexia (2004, background): “, 1997), Wolf and co-workers (Wolf & Bowers, 1999; Wolf et al., 2002) argue that deficits in rapid naming are a separate source for reading difficulties, independent from phonological deficits.”
Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction? (2003, neutral): “Evidence has been provided that indicates that phonological awareness and rapid naming deficits are relatively independent and additive [78,79]; however, the debate is far from closed.”