Naming-Speed Processes, Timing, and Reading

By Maryanne Wolf, P. Bowers, Kathleen R. Biddle. Journal of Learning Disabilities, 2000

779 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/df7294c3db42a60ae121593e8c263653f91b73df

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Citations in the corpus

Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence (2003, methodology): “This model is based on the extensive literature showing that phonological disabilities exist in children with reading disabilities (e.g., Torgesen, Wagner, & Rashotte, 1994; Morris et al., 1998) and that naming-speed deficits underlie some forms of reading disabilities (e.g., Wolf et al., 2000).”
The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia (2002, background): “In other analyses by us with smaller samples, there were no significant relationships found (Goldberg et al. 1998; Wolf et al. 2000).”
Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “... shown that RAN predicts character recognition, even after controlling for other known correlates of reading, such as verbal and nonverbal intelligence (Chow et al., 2005; McBride-Chang, Shu, Zhou, Wat, & Wagner, 2003), visual memory (Hu & Catts, 1998), speed of processing (McBride-Chang et al., ”
Motor skills, automaticity and developmental dyslexia: A review of the research literature (2004, background): “ Wolf et al. (2000a) note that dissociations between phonological awareness and RAN occurs most often when only very poor readers are included in the sample.”
Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading (2001, background): “They found that the combination of both deficits seemed to depress written language skills most extensively both in rate and phonological measures (Wolf et al. 1998).”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, background): “What is less clear today is whether dysfluency (slow reading), which appears to be common to both naming and reading, can be helped to the same extent (for recent reviews, see H. Wimmer et al., 1998; Wolf, Bowers, & Biddle, 2000 ).”
LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION (2003, background): “Finally, Wolf et al. (2000) also raise the possibility that the problems poor readers have in rapid naming may go beyond deficits in phonological retrieval (also see Catts, Gillispie, Leonard, Kail, & Miller, 2002).”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “It is still a matter of debate as to what actually RAN measures and why it is linked to reading fluency (Bowers & Newby-Clark, 2002; Powell et al., 2007; Wolf et al., 2000).”
Predicting, Explaining, and Preventing Children's Reading Difficulties (2001, positive): “In this expansion of the phonological deﬁcit model, reading disabilities can stem from either or both of two core deﬁcits, i.e., in phonological abilities and/or in processing speed, which is most evident in serial naming tasks (Wolf, Bowers, & Biddle, 2000).”
Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. (2012, background): “These notions are each reviewed in an earlier paper (Wolf et al. 2000), so we summarize previous findings focusing on more recent data that add to these discussions.”
A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia (2019, background): “The proposed mechanisms underlying the RAN– reading relationship are diverse: RAN is associated with reading via orthographic processing (Bowers & Newby-Clark, 2002; Bowers & Wolf, 1993; Wolf et al., 2000); both draw upon a domain-general speed-of-processing factor (Kail & Hall, 1994; Kail, Hall, & ”
Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study (2011, positive): “…correlations between letter and number naming RTs are consistent with common mechanisms that influence speed of serially processing visual symbols (Wolf et al., 2000), and the final models for mathematics and reading indicate an effect of processing speed on achievement above and beyond the…”