We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated that the new measure had satisfactory reliability, and that morphological awareness was a significant predictor of word reading accuracy and speed, pseudoword reading accuracy, text reading speed, and reading comprehension, after controlling the effects of verbal and nonverbal ability and phonological awareness. Morphological awareness also explained variance in reading comprehension after further controlling word reading. We conclude that morphological awareness has important roles in word reading and reading comprehension, and we suggest that it should be included more frequently in assessments and instruction.

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Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double‐deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at‐risk for reading disability. Finally, the instructional literature regarding attempts to improve naming speed and use of naming speed as a predictor of response to intervention is reviewed. The authors conclude that naming speed is uniquely associated with a range of reading tasks across orthographies, and that early identification would be improved by the inclusion of naming speed measures. The poor response to instruction of students who have slow naming speed should be considered when designing interventions. Further work is required to specify the theoretical nature of naming speed and to determine how to help students with slow naming speed. لقد تمت مراجعة التفسيرات النظرية الجارية تجاه سرعة التحديد والأبحاث العلمية بشأن علاقتها بالقراءة في هذه المقالة. إذ يفحص المؤلفون تأثيرات سرعة التحديد عبر اللغات وشكل علاقتها بالقراءة. كما تم الأخذ في الاعتبار نظرية النقصان المتضاعف التي تقول لما يجمع البطء في سرعة التحديد والوعي الضعيف في الصوتيات عند الطالب فيفترض أنه في خطر من العجز في القراءة. وفي الختام تمت مراجعة الأبحاث التعليمية المتعلقة بالمساعي في تحسين سرعة التحديد واستخدام سرعة التحديد كمنبئ للإجابة للتدخل. وينتهي المؤلفون إلى أن سرعة التحديد متعلقة بشكل فريد بمدى من واجبات القراءة عبر الخطوط وأن التعريف المبكر سيتحسن من خلال انضمان مقاييس سرعة التحديد. ويُفترَض أن الاستجابة الضعيفة لتعليم الطلاب الذين يعانون من سرعة التحديد البطيئة أن يأخذهم بعين الاعتبار عند تصميم التدخلات. وهذا يتطلب أكثر جهد لتعريف طبيعة نظرية سرعة التحديد وتعيين كيفية مساعدة الطلاب الذين عندهم سرعة التحديد البطيئة. 本文评审现时有关命名速度的理论解释及命名速度与阅读之关系的文献。作者首先考查在不同的语言中命名速度的影响力及命名速度与阅读之关系的情形；继而探讨双缺失这个假设，也就是命名速度慢及语音意识低的学生最容易有阅读障碍的假设。最后作者评审教学文献，考查提高命名速度及使用命名速度作为干预教学效应预测因子的尝试。作者在结论中指出：在不同的语言表音方式中，命名速度与一系列的阅读学习任务均具有独特的关联；把命名速度评估纳入考核测试中会有助改善命名速度能力的早期鉴定；在设计干预教学时应考虑到命名速度慢的学生对教学反应差的问题；以及有需要进一步研究命名速度的理论性质，及确定帮助命名速度慢的学生的方法。 On analyse dans cet article les interprétations théoriques courantes de la vitesse de dénomination et la littérature de recherche concernant ses relations avec la lecture. Les auteurs analysent les effets de la vitesse de lecture à travers les langues et la forme de sa relation à la lecture. On analyse également l'hypothèse du double déficit selon laquelle les élèves ayant à la fois une vitesse de dénomination lente et une conscience phonologique faible sont considérés comme présentant le plus de risques de difficultés en lecture. On analyse enfin la littérature pédagogique sur les essais d'amélioration de la vitesse de lecture et d'utilisation de la vitesse de dénomination comme prédicteur de la réponse à l'intervention. Les auteurs concluent que la vitesse de dénomination est associée uniquement à un ensemble de tâches de lecture li...

Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures of phonological awareness, phonological memory, rapid naming speed, orthographic processing, word decoding, and reading fluency. The same children were reassessed on word decoding and reading fluency measures when they were in Grade 2. The results of structural equation modeling indicated that both phonological and orthographic processing contributed uniquely to reading ability in Grades 1 and 2. However, the importance of these predictors was different in the two languages, particularly with respect to their effect on word decoding. The authors argue that the orthography that children are learning to read is an important factor that needs to be taken into account when models of reading development are being generalized across languages.

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA-reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity. Phonological awareness (PA) and rapid automatized naming (RAN) have consistently been found to be closely associated with children's reading development explaining unique variance in children's reading skills above and beyond general factors like age and nonverbal IQ (Araújo, Reis, Petersson, & Faísca, 2015; Melby-Lervåg, Lyster, & Hulme, 2012; Norton & Wolf, 2012). PA refers to the ability to identify and manipulate phonological segments in spoken words, and RAN denotes the ability to name serial displays of letters, digits, pictured objects, or colors as quickly as possible. PA is important as all orthographic systems represent phonological units in one way or another. Children with deficient access to the relevant phonological units will have problems to fully understand the mappings between a certain spoken language and its orthography and training of PA seems to improve reading outcomes (e.g., Suggate, 2016). An important and as yet unresolved issue is whether PA precedes reading acquisition or whether it evolves as a consequence or during the course of learning to read (