Rapid Naming and Phonological Processing as Predictors of Reading and Spelling

Abstract

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth grade children referred for learning difficulties. Regression analysis was performed to determine which of the cognitive processes was the strongest predictor of the literacy skills measured. Rapid naming was found to be a stronger predictor of word reading, reading comprehension and spelling than was phonological processing. When a measure of decoding skills was included as a predictor, it was found to account for the most variance in word reading and spelling. The implications of these results for assessing and designing interventions with reading disabled children are discussed as well as the need to further investigate the double deficit hypothesis.

Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students At Risk for Literacy Difficulties

“…Many researchers have shown strong, significant correlations between spelling ability and reading performance, ranging from .68 to .93, and have demonstrated the predictive powers of decoding and spelling performance on future reading and spelling abilities (Christo & Davis, 2008; Mehta, Foorman, Branum-Martin, & Taylor, 2005; Ritchey, 2008). Thus, encoding instruction and practice may offer insight into the types of knowledge individuals use to read and write unfamiliar words, providing a window to what students know about how words work (He & Wang, 2009; Joshi, Treiman, Carreker, & Moats, 2008; Stone, Siliman, Ehren, & Apel, 2005).…”

Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura

“…As for the design of the articles, it was found that a large part (13 studies) had a cross-sectional observational design (4,(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26) and that the majority (21 studies) consisted of prospective and retrospective studies . In addition to these, three were considered pre-experimental (48)(49)(50) , addressing intervention programs.…”

“…Regarding the scenario, most of the studies included in the review were carried out in a school setting (4,15,17,(19)(20)(21)25,27,32,(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50) and, to a lesser extent, in clinics (16,18,(23)(24)(28)(29)(30)33,(35)(36)(37)51) and one of them, in an outpatient clinic of a higher education institution (31) . Besides, there is a greater number with large samples studied and a substantial increase in the number of publications since 2009, reaching 80% of the scientific productions analyzed in this review.…”

Mediatory Effect of Reading Skill in the Rapid Automatized Naming/Reading Comprehension Relationship

“…HOİ testlerinde sorun yaşayan öğrenciler genellikle okumada da sorun yaşarlar ve bu durum onların anlamalarını olumsuz etkiler (Decker ve Carboni, 2011). Özellikle sesli akıcı okumada HOİ'nin çok güçlü bir yordayıcı olduğu farklı çalışmalarla ortaya konmuştur (Christo ve Davis, 2008;Kasperski, Shany ve Katzir, 2016;Kim, Park ve Lombardino, 2015;Lipka, 2017;Papadopoulos, Spanoudis ve Georgiou, 2016). HOİ ve okuma arasındaki ilişkiyi daha da detaylandırmaya yönelik çeşitli önermeler ileri sürülmüştür.…”