The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Naming Speed, Phonological Awareness, and Orthographic Knowledge in Second Graders
Abstract
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability.
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Cites
Studies of interference in serial verbal reactions
Stroop, J. R. (1935) · Journal of Experimental Psychology · doi:10.1037/h0054651 · Cited by 18,622
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303
Rapid “automatized” naming (R.A.N.): Dyslexia differentiated from other learning disabilities
Denckla, M. B., & Rudel, R. G. (1976) · Neuropsychologia · doi:10.1016/0028-3932(76)90075-0 · Cited by 1,457
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Bowers, P. G., & Wolf, M. (1993) · Reading and Writing · doi:10.1007/bf01026919 · Cited by 663
Cited by
Specific reading disability (dyslexia): what have we learned in the past four decades?
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1046/j.0021-9630.2003.00305.x · Cited by 2,555
Keung, Y.-C., & Ho, C. S.-H. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.11.001 · Cited by 97
Wigal, S. B., Maltas, S., Crinella, F., Stehli, A., Steinhoff, K., Lakes, K., & Schuck, S. (2012) · Journal of Attention Disorders · doi:10.1177/1087054710378008 · Cited by 14
Metadata
- Authors
- Manis, F. R., Doi, L. M., & Bhadha, B.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2000-07
- Volume
- 33
- Issue
- 4
- Pages
- 325-333
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2103110074
- Cited by
- 363
- References
- 5
- FWCI
- 15.90
- Type
- journal article
- Language
- en
- Open access
- closed
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- Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming Speed, Phonological Awareness, and Orthographic Knowledge in Second Graders. Journal of Learning Disabilities. https://doi.org/10.1177/002221940003300405
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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