Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…

An intensive phonics-based intervention program for nine-year-old Swedish pupils with reading difficulties was performed. Pupils (N = 112) were randomly assigned to either an intervention or a control group. The training was tailored to the Swedish transparent orthography and designed for one-to-one-tutoring during twelve weeks. Previously,…

By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document texts, word reading and reading speed. Participants were 9-year-old Swedish students included in…