Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement.

Blachman, Benita A.

doi:10.1037/0022-0663.76.4.610

Cited by 190 publications

(128 citation statements)

References 41 publications

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“…Naming speed in this study had a significant relationship with the speed of identifying single words. Using a sample of 34 kindergarten children and 34 Grade 1 children, Blachman (1984) found that kindergarten rapid naming tasks were related to kindergarten measures of reading and reading readiness. Measures of rapid naming administered to the Grade 1 children were related to their performance on Grade 1 measures of reading achievement.…”

Section: Naming Speed's Contribution Of Independent Variance To Readimentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodologyhow dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

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Section: Naming Speed's Contribution Of Independent Variance To Readimentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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“…Dans une étude translinguistique réalisée à Montréal, Bruck, Genesee et Caravolas (1997) ont constaté que, tant en français qu'en anglais, la CL contribue significativement à prédire la performance en lecture en première année, l'autre principal indice étant la conscience phonologique. L'habileté à nommer rapidement les lettres constituerait aussi un prédicteur de succès en lecture (Blachman, 1984;Felton, 1992). La connaissance des lettres semble faciliter le développement d'habiletés métaphonologiques (Barron, Golden, Seldon, Tait, Marmurek et Haines, 1992;Brodeur, 1994 ;Johnston, Anderson et Holligan, 1996).…”

Section: Recherches Sur Les Habiletés Métaphonologiques Et La Connaisunclassified

Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphononologiques et de la connaissance des lettres

Brodeur

Deaudelin

Bournot-Trites³

et al. 2004

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Cette étude examine les croyances et les pratiques d’enseignants de la maternelle relativement à deux prédicteurs clés de la réussite de l’apprentissage de la lecture : les habiletés métaphonologiques et la connaissance des lettres. Un questionnaire, acheminé à 508 enseignants franco-québécois, a permis d’obtenir 195 réponses à une question ouverte concernant le sujet à l’étude. Traitées à l’aide d’une analyse de contenu, ces réponses révèlent que les enseignants font part de croyances et de pratiques variées. Tous les enseignants favorables à la connaissance des lettres et au développement d’habiletés métaphonologiques s’entendent sur la nécessité de procéder à un éveil de la lecture et non à un enseignement systématique. Par ailleurs, certains expriment un désir de formation professionnelle en ce domaine.This study examines the beliefs and practices of Kindergarten teachers regarding two key predictors of success in learning to read : metaphonological skills and alphabet knowledge. A questionnaire, to which 508 Franco-Quebec teachers responded, provided 195 responses to an open-ended question related to this theme. Based on an analysis of content, these responses reveal that teachers have a variety of beliefs and practices. All those who supported the importance of letter knowledge and the development of metaphonological skills agree with the importance of developing reading awareness and not with that of systematic teaching. As well, some teachers expressed the need for professional in-service training in this field.Este estudio examina las creencais y las prácticas de los maestros de maternal respecto de dos elementos clave en la predicción para el eprendizaje de la lectura : las habilidades metafonológicas y el conocimiento de las letras. Un cuestionario, enviado a 508 maestros franco-quebenquenses, permitió obtener 195 respuestas a una pregunta abierta respecto del sujeto de estudio. Tratadas por medio del analisis de contenido, esta respuestas revelan que los maestros poseen creencias y prácticas variadas. Todos aquellos que son favorables al conocimiento de las letras y al desarrollo de habilidades metafonológicas, concuerdan en la necesidad de proceder a una sensibilización a la lectura y no a una enseñanza sistemática. Algunos, además, expresan el deseo de tener una formación profesional en este dominio.Dieser Beitrag untersucht die Auffassungen und Praktiken von Vorschulerziehern im Hinblick auf die vermuteten Schlüsselelemente beim Erwerb der Lesefähigkeit, nämlich metaphonologische Fähigkeiten und Kenntnis der Buchstaben. Ein an 508 frankophone Erzieher in Québec verschickter Fragebogen mit einer frei zu beantwortenden Frage zum Thema erbrachte 195 Antworten. Eine Inhaltsanalyse der Antworten ergaben unterschiedliche Praktiken und Auffassungen. Alle Erzieher, die sich für das Erlernen von Buchstaben und für metaphonologische Fähigkeiten ausgesprochen haben, sind sich darüber einig, dass ein langsames Erwecken des Lektüreinteresses einem systematischen Lehren vorzuziehen sei. Einige Erzieher äußerten ...

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“…In kindergarten, naming speed has been associated with letter identification and letter to sound association. Similarly, in first grade, naming speed has been associated with word recognition [21], also believed to be integral to reading. In Lervåg and Hulme's longitudinal study of the reading development of students from pre-literacy instruction through fourth grade [26], RAN was not only found to have high stability, but different RAN tasks (e.g., alphanumeric versus non-alphanumeric) had different relationships with factors in the model of reading performance at different time points.…”

Section: Rapid Automatic Namingmentioning

confidence: 99%

“…In the early school age years, the naming speed of colors predicts reading achievement, particularly for children in kindergarten and first grade [20][21][22][23][24][25]. In kindergarten, naming speed has been associated with letter identification and letter to sound association.…”

Section: Rapid Automatic Namingmentioning

confidence: 99%

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

et al. 2017

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Abstract:The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish-English speaking DLLs.

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Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement.

Cited by 190 publications

References 41 publications

The Double-Deficit Hypothesis

The Double-Deficit Hypothesis

Croyances et pratiques d’enseignants de la maternelle au sujet des habiletés métaphononologiques et de la connaissance des lettres

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

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