Phonological awareness has been found to be strongly related to spelling. Findings on the
relations between rapid‐naming and spelling are less consistent and have been suggested …

Previous studies have shown that most English-speaking children with language difficulties
show academic difficulties during their schooling. The present study aimed to describe the …

Reading is a highly complex task that relies on the integration of visual, orthographic,
phonological and semantic information. This complexity is clearly reflected in current …

The purpose of this study was to examine the development of phonological awareness (PA)
skills among Hebrew-speaking kindergarten children. Specifically, the study examines the …

Learning to read is one of the most important academic accomplishments in the early grades
of elementary school. Knowing what factors contribute to reading ability would improve …

Many explanations accounting for rapid automatized naming's (RAN) relationship with
reading have been proposed. One of the most debated perspectives argues that RAN …

Languages differ in the consistency with which they map orthography to phonology, and a
large body of work now shows that orthographic consistency determines the style of word …

Considerable support exists for both the phonological core deficit and the naming speed
deficit models of dyslexia. The double deficit model proposed that many students with …

Studies of relationships between orthographic knowledge (OK), rapid automatised naming
(RAN) and reading have yielded mixed results due to inconsistency in measures used, the …

This dissertation study reports the application of the Cultivating Critical Consciousness in
Educators (CCCE) model for the collective cases of instructional coaching in one school …