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Direct linkvan Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
Kobayashi, Maya Shiho; Haynes, Charles W.; Macaruso, Paul; Hook, Pamela E.; Kato, Junko – Annals of Dyslexia, 2005
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages…
Descriptors: Grade 1, Beginning Reading, Reading Comprehension, Reading Rate
de Jong, Peter F.; Vrielink, Lidy Oude – Annals of Dyslexia, 2004
One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial…
Descriptors: Grade 1, Beginning Reading, Reading Instruction, Foreign Countries
