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Direct linkKirby, John R.; Georgiou, George K.; Martinussen, Rhonda; Parrila, Rauno – Reading Research Quarterly, 2010
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low…
Descriptors: Identification, Reading Research, Phonological Awareness, At Risk Students
Stephenson, Kathy A.; Parrila, Rauno K.; Georgiou, George K.; Kirby, John R. – Scientific Studies of Reading, 2008
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results…
Descriptors: Emergent Literacy, Reading Skills, Academic Ability, Preschool Education
Kirby, John R.; Savage, Robert S. – Literacy, 2008
We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a…
Descriptors: Reading Comprehension, Reading Fluency, Decoding (Reading), Models
