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Peer reviewedKirby, John R.; Parrila, Rauno K.; Pfeiffer, Shannon L. – Journal of Educational Psychology, 2003
Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading…
Descriptors: Elementary Education, Foreign Countries, Kindergarten Children, Phonology
Peer reviewedLemoine, Hope E.; And Others – Journal of Experimental Child Psychology, 1993
Three experiments examined the effect of practice on the acquisition, retention, and generalization of children's skill in rapidly naming visually presented words. Found that, although poor readers did not become as fast as good readers in naming words, they made gains in the time required to access names from print. (PAM)
Descriptors: Elementary Education, Elementary School Students, Foreign Countries, Generalization
