Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence

By H. Lee Swanson, Guy Trainin, Denise M. Necoechea, D. Hammill. 2003

412 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d1ea21b5c167d1826a2acb2645364a06df40ac55

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

What We Know about Correlates of Reading (2004, background): “As illustrated in Table 4, the outcomes of the Hammill and McNutt (1981), Scarborough (1998), and Swanson et al. (2003) studies are much the same; and the combined results for the longitudinal and concurrent research are almost identical.”
Early Literacy From a Longitudinal Perspective (2005, background): “Research has also shown that rapid naming (naming speed) is related with word recognition (see for a recent meta-analysis Swanson et al., 2003).”
A Meta-Analysis of the Relation Between RAN and Mathematics (2017, result): “Interestingly, the average size of the RAN–mathematics relationship is close to that reported in previous meta-analyses of RAN and reading (Araújo et al., 2015; Scarborough, 1998; Song et al., 2016; Swanson et al., 2003).”
Reading Ability: Lexical Quality to Comprehension (2007, background): “However, there appear to be ample demonstrations that some very low-skill readers are generally slower at nonreading naming tasks ( Wolfe, Bowers, & Biddle, 2000 ), although some meta-analyses have raised questions about the robustness of rapid naming effects across studies ( Swanson, Trainin, Necoe”
Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study (2011, positive): “The practical results here are that speed of retrieving letter names predicted Word Reading scores, as is commonly found (Denckla & Rudel, 1976; Swanson et al., 2003), and speed of retrieving number names predicted Numerical Operation scores, which has not been as systematically studied (Lachance &…”
Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014, methodology): “The scope of Swanson et al. (2003) in reading ability was narrowly confined to real-word reading, whereas in our meta-analysis we also tested the impact of the reading domain assessed (word and text reading, non-word reading, and reading comprehension).”