Are Phonological Processes Separate from the Processes Underlying Naming Speed in a Shallow Orthography?

Abstract

Introduction. The present study examined the contributions of phonological decoding skills

Phonological and Cognitive Reading Related Skills as Predictors of Word Reading and Reading Comprehension among Arabic Dyslexic Children

“…Intergroup differences in RAN tasks are in accordance with previous studies on transparent orthographies (Lopez-Escribano & Katzir, 2008). RAN results showed strong associations with word recognition and pseudoword speed, so that the impact of serial processing seems to be attributed to the simultaneous activation of visual and phonological representations .…”

Predictors of Reading Disability in Latvian Language With a Regular Orthography

“…Phonological processing develops from phonological ability. Studies have indicated that phonological ability is one of the most powerful predictors of RD in various orthographies (Landerl et al, 2013;Lopez-Escribano & Katzir, 2008). However, in the present study, phonological ability reflected by phoneme segmentation fluency did not predict RD.…”

Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

“…RAN is an important factor related to reading because it requires recalling and naming previously learned stimuli, which is similar to the actual reading behaviour. Our findings are consistent with previous studies in transparent orthographies, such as Greek (Georgiou et al, 2013), Spanish (López-Escribano & Katzir, 2008), Portuguese (Albuquerque, 2012) and Dutch (de Jong & van der Leij, 1999, 2002. López-Escribano and Katzir (2008) indicated that both RAN-number and RAN-letter were associated with the reading performance among Spanish children between 8 and 13 years.…”

“…Our findings are consistent with previous studies in transparent orthographies, such as Greek (Georgiou et al, 2013), Spanish (López-Escribano & Katzir, 2008), Portuguese (Albuquerque, 2012) and Dutch (de Jong & van der Leij, 1999, 2002. López-Escribano and Katzir (2008) indicated that both RAN-number and RAN-letter were associated with the reading performance among Spanish children between 8 and 13 years. In addition, Albuquerque (2012) showed that RAN is a unique predictor of reading and writing performance among Portuguese grade one to grade two students after controlling for the effects of phonics awareness.…”