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Direct linkDas, J. P.; Samantaray, Swagatika – Canadian Journal of School Psychology, 2023
Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently…
Descriptors: Cognitive Processes, Executive Function, English (Second Language), Second Language Learning
Wang, Li-Chih – Learning Disability Quarterly, 2020
The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…
Descriptors: Foreign Countries, Dyslexia, Visual Perception, Auditory Perception
Pan, Jinger; Cui, Xin; McBride, Catherine; Shu, Hua – Scientific Studies of Reading, 2020
This study investigated the association of timed visual processing tasks varying in levels of phonological processing with word reading. We tested 293 Chinese children on Cross Out, Visual Matching, rapid automatized naming (RAN), and Chinese character recognition across three to five years. Children's character recognition at ages 6 and 7…
Descriptors: Reading Processes, Chinese, Phonology, Naming
Del Tufo, Stephanie N.; Earle, F. Sayako – Journal of Learning Disabilities, 2020
Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; "Diagnostic and Statistical Manual of Mental Disorders" [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The…
Descriptors: College Students, Developmental Disabilities, Dyslexia, Learning Disabilities
Wood, Carla; Wofford, Mary Claire; Schatschneider, Christopher – Communication Disorders Quarterly, 2018
This project aimed to describe oral narrative retells of Spanish-English speaking dual language learners (DLLs) and examine relationships with standardized vocabulary assessments. Investigators described oral narrative retells of 145 DLLs in kindergarten and first grade by number of different words (NDW), words per minute (WPM), and…
Descriptors: Correlation, Oral Language, Prediction, Vocabulary Development
Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – Journal of Early Childhood Literacy, 2017
Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a…
Descriptors: Spelling, Oral Language, Vocabulary Development, Expressive Language
Hintz, Florian; Jongman, Suzanne R.; Dijkhuis, Marjolijn; van 't Hoff, Vera; McQueen, James M.; Meyer, Antje S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical access is a core component of word processing. In order to produce or comprehend a word, language users must access word forms in their mental lexicon. However, despite its involvement in both tasks, previous research has often studied lexical access in either production or comprehension alone. Therefore, it is unknown to which extent…
Descriptors: Individual Differences, Language Processing, Vocabulary Skills, Language Usage
Layes, Smail; Lalonde, Robert; Rebaï, Mohamed – Reading & Writing Quarterly, 2017
This study explored the role and extent of the involvement of morphological awareness (MA) in contrast to rapid automatized naming (RAN) in word reading and comprehension of Arabic as a morphologically based orthography. We gave measures of word reading, reading comprehension, MA, and RAN in addition to a nonverbal mental ability test to 3 groups…
Descriptors: Morphology (Languages), Grade 4, Dyslexia, Elementary School Students
Muroya, Naoko; Inoue, Tomohiro; Hosokawa, Miyuki; Georgiou, George K.; Maekawa, Hisao; Parrila, Rauno – Scientific Studies of Reading, 2017
We examined the relationship between morphological awareness and word reading skills in syllabic Hiragana and morphographic Kanji. Participants were 127 Grade 1 Japanese-speaking children who were followed until Grade 2. The results showed that Grade 1 morphological awareness was uniquely and comparably associated with word reading skills in both…
Descriptors: Role, Morphology (Languages), Japanese, Elementary School Students
Hovsepian, Alice – First Language, 2018
Four-year-old (n = 20) and five-year-old (n = 22) bilingual children were tested twice in six months on Armenian (minority language) and English (majority language) picture identification and picture naming tasks to examine receptive and expressive vocabulary growth in both languages. Parental education, Armenian/English language exposure, and…
Descriptors: Vocabulary Development, Predictor Variables, Bilingualism, Language Minorities
Shahar-Yames, Daphna; Prior, Anat – Reading and Writing: An Interdisciplinary Journal, 2017
We examined reading proficiency, focusing on fluency, in 56 Russian-speaking language minority (LM) students and 56 native Hebrew-speaking (NH) peers. Fifth-grade students completed measures of Hebrew reading accuracy and fluency from word to text level as well as phonological awareness (PA), RAN and vocabulary. LM students read single words less…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Language Minorities
Download full textFoster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie H. – Grantee Submission, 2015
This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall…
Descriptors: Kindergarten, Mathematics Achievement, Outcomes of Education, Nonverbal Ability
