This paper addresses the question whether the cognitive underpinnings of reading and
spelling are universal or language/orthography-specific. We analyzed concurrent …

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed
as early predictors of reading in a large number of orthographies, it is as yet unclear whether …

In three large samples (N= 1248) of children learning to read German we investigated the
correlations between rapid automatized naming (RAN), phonological awareness (PA) …

All alphabetic orthographies use letters in printed words to represent the phonemes in
spoken words, but they differ in the consistency of the relationship between letters and …

We conducted a longitudinal study examining the role of phonemic awareness,
phonological processing, and grammatical skills in the development of reading and spelling …

In this paper, we survey current evidence on cognitive precursors of reading in different
orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol …

Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid
automatized naming (RAN), and verbal memory span are reliable correlates of learning to …

Recent cross-language studies have suggested that the rate of reading acquisition differs in
different alphabetic orthographies. These cross-language differences are usually interpreted …

The importance of cognitive and language skills on reading and spelling development were
investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children …

In this study, the relationship between latent constructs of phonological awareness (PA) and
rapid automatized naming (RAN) was investigated and related to later measures of reading …