Relationship of Rapid Naming Ability and Language Analysis Skills to Kindergarten and First-Grade Reading Achievement.

Blachman, Benita A.

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Peer reviewed

ERIC Number: EJ306054

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Relationship of Rapid Naming Ability and Language Analysis Skills to Kindergarten and First-Grade Reading Achievement.

Blachman, Benita A.

Journal of Educational Psychology, v76 n4 p610-22 Aug 1984

Language analysis tasks (segmentation and rhyming) and rapid automatized naming tasks (objects, colors, and letters) were found to tap different linguistics-processing components in both kindergarteners and first graders. Children who could analyze letter names were more likely to be among the better readers at the end of first grade. (Author/BS)

Descriptors: Beginning Reading, Language Processing, Letters (Alphabet), Phonemes, Primary Education, Reading Ability, Reading Achievement, Structural Analysis (Linguistics)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: McCarthy Scales of Childrens Abilities

Grant or Contract Numbers: N/A