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

Blachman, Benita A.·1984·Journal of Educational Psychology
DOI 10.1037//0022-0663.76.4.610

Cites (1)

  1. Perception of the speech code.
    Liberman, A. M., Cooper, F. S., Shankweiler, D. P., Studdert-Kennedy, M. · 1967 · Psychological Review

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Cited by (11)

  1. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
    Stanovich, Keith E. · 1986 · Reading Research Quarterly
  2. The nature of phonological processing and its causal role in the acquisition of reading skills
    Wagner, Richard K., Torgesen, Joseph K. · 1987 · Psychological Bulletin
  3. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.
    Vellutino, Frank R., Scanlon, Donna M., Sipay, Edward R., Small, Sheila G. · 1996 · Journal of Educational Psychology
  4. Naming-Speed Processes, Timing, and Reading: A Conceptual Review
    Wolf, Maryanne, Bowers, Patricia Greig, Biddle, Kathleen · 2000 · Journal of Learning Disabilities
  5. Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
    Bowers, Patricia Greig, Wolf, Maryanne · 1993 · Reading and Writing

See all 238

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CoChat. (2026). Citation check: Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. https://app.cochat.ai/papers/10.1037//0022-0663.76.4.610
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Blachman, B. A. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of Educational Psychology. https://doi.org/10.1037//0022-0663.76.4.610

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