Modeling the Relationship between Growth in Rapid Naming Speed and Growth in Decoding Skill in First-Grade Children.

By Donald L. Compton. 2003

174 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ced8a149c6ec7d1e79e551c686e4276e8d4c1c5b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, result): “, Compton, 2003; Lervåg, Bråten, & Hulme, 2009). Moreover, the influence of RAN on reading continues throughout elementary school, as we found a significant correlation across all grades sampled. A previous meta-analysis (Swanson et al., 2003) found that correlations between reading and RAN varied m”
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “This is less of a concern for findings on the RAN–reading relationship, as RAN does not seem to be influenced by reading development (Lervåg & Hulme, 2009; Scalisi, Desimoni, & Di Vito Curmini, 2013; Wei, Georgiou, & Deng, 2015; but see Compton, 2003; Wolff, 2014).”
A Meta-Analysis of the Relation Between RAN and Mathematics (2017, background): “…digits, colors, and objects, has been established as a strong concurrent and longitudinal predictor of reading in different languages (e.g., Compton, 2003; de Jong & van der Leij, 1999; Georgiou, Torppa, Manolitsis, Lyytinen, & Parrila, 2012; Juul, Poulsen, & Elbro, 2014; Landerl & Wimmer,…”
Predictors of reading and spelling abilities in first and second language learners (2007, background): “Rapid naming of letters and numbers tends to be more closely related to reading ability than rapid naming of pictured objects and colors (Compton, 2003).”
A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development (2019, methodology): “Most studies showing reciprocal relationships between the development of reading and RAN have used alphanumeric RAN tasks either early in reading development (when letter and number name knowledge are not expected to be fully automatized) (Compton, 2003; Peterson et al., 2017), or in samples of chil”
A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “, Lervåg & Hulme, 2009; Wagner & Torgesen, 1987; Wimmer, Mayringer, & Landerl, 2000) or is also influenced by a lack of reading experience (Compton, 2003; Peterson et al., 2017; Huettig et al., 2018; Wolf, 2014), given that reading experience fosters faster access to phonological lexical representat”
The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2 (2013, background): “Linnankoski, & Lahti-Nuuttila, 1999; Wagner, Torgesen, & Rashotte, 1994) but not on RAN (Compton, 2003; Korkman et al., 1999; Lervåg & Hulme, 2009), it is critical that the groups are matched on their reading ability at the outset of the study.”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, unknown): “... several consistent (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, Hulm”
Rapid naming speed and Chinese character recognition (2008, background): “... Fletcher,Francis,Carlson,FYoungB(4)RANtasks seemtobeassociatedmorewithorthographicprocessingtasksthanwithphonological processing tasks (e.g., Manis et al., 2000; Uhry, 2002); (5) RAN tasks containing graphologicalsymbols(e.g.,lettersordigits)seemtohaveastrongerrelationshipwith reading than RAN t”
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, 20”