Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

Warmington, Meesha; Hulme, Charles

doi:10.1080/10888438.2010.534832

Cited by 112 publications

(107 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…De um modo geral, as frequências de acertos em ambas as versões do teste foram elevadas, na direção de um efeito de teto, o que é esperado para esse tipo de tarefa (p. ex., Albuquerque & Simões, 2009;Arnell et al, 2009;Warmington & Hulme, 2013). Apesar da baixa variabilidade nos escores dos participantes, foi possível notar um aumento da rapidez e da precisão na tarefa ao longo dos anos.…”

Section: Resultsunclassified

“…Trabalhos subsequentes a essa hipótese original também confirmam essa tendência (Castel et al, 2009;Powell et al, 2007;Warmington & Hulme, 2013;Wolf et al, 2002). Para Georgiou, Parrila, Cui e Papadopoulos (2013), as relações entre a leitura e a nomeação rápida são decorrentes de dois aspectos comuns entre essas habilidades, a saber, o processamento serial e a produção oral.…”

Section: Introductionunclassified

See 1 more Smart Citation

Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo

et al. 2017

View full text Add to dashboard Cite

ResumoA nomeação seriada rápida é utilizada para avaliar o acesso lexical. O trabalho relata um estudo de validação e normas para a Prova de Nomeação Rápida, composta por seis figuras que se repetem aleatoriamente em dois cartões (Parte A e Parte B). Uma amostra representativa de alunos do 2 o ao 5 o ano do Ensino Fundamental de escolas públicas e particulares de São Paulo-SP (N = 728) respondeu à Prova de Nomeação e realizou uma tarefa de leitura de palavras. O tempo de execução e o número de acertos foram computados. Conforme esperado: (1) ocorreu efeito de escolaridade para o tempo de execução e precisão; (2) houve menor precisão e maior tempo de execução para a Parte B; (3) as duas partes apresentaram correlações estatisticamente significantes (p < 0,05); (4) o tempo de execução e a precisão foram preditores da leitura. Os resultados fornecem evidências de validade para a tarefa criada. Palavras-chave: nomeação rápida, validade, normas, decodificação Rapid Automatized Naming of Pictures for Children: Validity Studies and Intra-Group Norms AbstractRapid naming tasks evaluate lexical access. We report a validity study and norms for the Rapid Automatized Naming Task, composed of six randomized pictures distributed on two cards (Part A and B). A representative sample of children from 2nd to 5th grades of elementary schools of Sao Paulo City (N = 728) was tested in the task and word recognition. Response time and accuracy were collected. As expected, the following evidences were observed: (1) grade effect for response time and accuracy, (2) response time and error rates were higher for Part B, (3) correlation between Part A and B was significant (p < 0.05), and (4) response time and accuracy predicted decoding ability. The results support different sources of validity evidence for the task.

show abstract

Section: Resultsunclassified

Section: Introductionunclassified

Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Participants were administered a visual-verbal PAL task which involves learning arbitrary cross-modal associations between a stimulus and response (c.f., Warmington & Hulme, 2012), a process that has been aligned with attentional control (c.f., Abrahamse, Braem, Notebaert, & Verguts, 2016;Blaisdell, Sawa, Leising, & Waldmann, 2006). "Whereas learning is concerned with acquiring new (or updating old) knowledge and skills, cognitive control enables us to counter negative effects of such learning (i.e., when it opposes current goals)."…”

Section: Overview Of Present Studymentioning

confidence: 99%

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Warmington

Hitch

2013

Memory

Self Cite

View full text Add to dashboard Cite

“…IndividualsÕ abilities to form associations between visual and auditory-verbal stimuli in long-term memory have been repeatedly reported as a unique concurrent predictor of childrenÕs reading skills independent of their phonological processing skills such as phonological awareness and rapid automatized naming (Hulme et al, 2007;Li, Shu, McBride-Chang, Liu, & Xue, 2009;Messbauer & de Jong, 2003;Warmington & Hulme, 2012). It has been argued that this reported link reflects individualsÕ ability to form orthographic-phonological associations in long-term memory, and which in turn relates to reading development in children.…”

mentioning

confidence: 99%

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory, and how it may develop with age.This study examined the performance of Grade 2 (8 yrs old) and Grade 3 (9 yrs old) children and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. ChildrenÕs performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the children and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children, and improves with age.

show abstract

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

Cited by 112 publications

References 36 publications

Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo

Prova de Nomeação Rápida de Figuras para Crianças: Evidências de Validade e Normas Intragrupo

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Contact Info

Product

Resources

About