Naming Speed and Phonological Awareness as Predictors of Reading Development.

By John R. Kirby, Rauno Parrila, Shannon L. Pfeiffer. 2003

598 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b9d513b474e2e6bbba91af784cf0ec00c963eb51

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In Developmental and Educational Psychology

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Citations in the corpus

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency (2012, background): “Beyond letter knowledge and phonological awareness, rapid automatized naming (RAN) speed, defined as the ability to name as fast as possible visually presented stimuli, such as digits, letters, colors, and objects, has been shown to predict reading in several alphabetic languages (e.g., Compton, 200”
Growth and predictors of change in English language learners' reading comprehension (2013, background): “These studies, based on auto-regressive models, provide useful information about predictors of reading in monolinguals (e.g., Kendeou et al., 2009b; Kirby et al., 2003; Oakhill & Cain, 2012; Parrila et al., 2004) and L2 learners (e.g., Lesaux et al., 2007; Van Gelderen et al., 2007).”
Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, result): “These results were expected on the basis of existing studies (see, e.g., Bishop, 2003; Evans et al., 2000; Kirby et al., 2003; Sénéchal et al., 1998).”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “... (see e.g., Dutch: de Jong & van der Leij, 1999; van den Bos, Zijlstra, & Spelberg, 2002; Finnish: Holopainen, Ahonen, & Lyytinen, 2001; Lepola, Poskiparta, Laakkonen, & Niemi, 2005; German: Mayringer, Wimmer, & Landerl, 1998; Wimmer, 1993; Greek: Nikolopoulos, Goulandris, Hulme, & Snowling, 2006”
Rapid naming speed and Chinese character recognition (2008, background): “Over the last two decades, a substantial body of evidence has established that rapid automatized naming (RAN) predicts the rate of reading acquisition in alphabetic languages (e.g., Blachman, 1984; de Jong & van der Leij, 1999, Manis, Doi, & Bhadha, 2000; Kirby, Parrila, & Pfeiffer, 2003 ).”
The Contribution of Naming Speed to the Simple View of Reading (2006, background): “comprehension (Kirby et al., 2003; Konold, et al., 2003).”
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008, background): “However, Kirby, Parrila, and Pfeiffer (2003) recently reported for a Canadian sample that phonological awareness assessed in kindergarten ceased to be a relevant predictor for word reading accuracy after Grade 2, while the prediction of kindergarten rapid automatized naming was only significant…”