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Direct linkYeung, Susanna S. – Reading Psychology, 2016
Rapid automatized naming has been demonstrated as an important correlate of various reading outcomes. However, the cognitive mechanism underlying the RAN-reading relationship is not well understood. The primary goal of this study is to evaluate three major theoretical accounts for the RAN--reading relationship: phonological processing account,…
Descriptors: Bilingual Students, Kindergarten, Longitudinal Studies, Naming
