Evidence that rapid naming skill is associated with reading ability has become increasingly
prevalent in recent years. However, there is considerable variation in the literature …

The purpose of this paper is to propose a multiple approaches to explaining and predicting
individual differences in learning. First, this article briefly reviews critical problems with …

Previous research suggests that (a) individual differences in reading and language
development are stable across childhood,(b) reading and vocabulary are intertwined, and …

Pathways of relations of language, cognitive, and literacy skills (ie, working memory,
vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading …

Across multiple schools and sites, the impact of grade-at-intervention was evaluated for
children at risk or meeting criteria for reading disabilities. A multiple-component reading …

In this critique of current reading research and practice, the author contends that the extreme
ambiguity of English spelling-sound correspondence has confined reading science to an …

In a longitudinal study, development of word reading fluency and spelling were followed for
almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically …

A common approach for determining musical competence is to rely on information about
individuals' extent of musical training, but relying on musicianship status fails to identify …

Current theoretical interpretations of naming speed and the research literature on its relation
to reading are reviewed in this article. The authors examine naming speed's effects across …

Abstract We review the Simple View of Reading (SVR) model and examine its nature,
applicability and validity. We describe the SVR as an abstract framework for understanding …