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Direct linkGeorgiou, George K.; Wei, Wei; Inoue, Tomohiro; Deng, Ciping – Journal of Educational Psychology, 2020
Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children…
Descriptors: Foreign Countries, Naming, Elementary School Students, Accuracy
Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
Wang, Xiaochen; Georgiou, George K.; Das, J. P. – Learning and Individual Differences, 2012
The purpose of this study was to examine the contribution of PASS (Planning, Attention, Simultaneous, and Successive) processes to Chinese reading accuracy and fluency. One-hundred-forty Grade 3 to 5 Mandarin-speaking children were assessed on measures of PASS processes, phonological awareness, and orthographic knowledge. A year later they were…
Descriptors: Phonological Awareness, Grade 3, Cognitive Processes, Mandarin Chinese
Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2009
We examined (a) how rapid automatized naming (RAN) components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from…
Descriptors: Reading Difficulties, Reading Fluency, Grade 5, Grade 4
