Phonological awareness (PA) and rapid automatized naming (RAN) have been shown to be
powerful predictors of reading achievement across many languages. However, literature …

Purpose The purpose of this study was to determine the extent to which school-age children
with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the …

Thirty-four second grade children read target homophonic pseudowords (eg, slurst/slirst) in
the context of real stories in a test of the self-teaching theory of early reading acquisition. The …

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a
second core deficit in theprocesses underlying naming speed. Thehypothesized …

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits
in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising …

This study is a large-scale exploration of the influence that individual reading skills exert on
eye-movement behavior in sentence reading. Seventy-one non-college-bound 16–24 year …

Expert guidance on the features of dyslexia and the most effective treatment options
Essentials of Dyslexia Assessment and Intervention allows psychologists, graduate …

It is widely accepted that deficits in phonological awareness skills are related to reading
difficulties. Recently, another source of reading difficulty has been identified that involves …

Rapid automatized naming (RAN) has been shown to be a strong correlate of reading
abilities. RAN also predicts future reading across different ages, ability levels, and …

Minimal research has been conducted on the simultaneous influence of multiple
metalinguistic, linguistic, and processing skills that may impact literacy development in …