Phonological skills have been found to be strongly related to early reading and writing
development. Accordingly, the aim of this study was to examine the extent to which the …

This research aims to determine the efficacy of the reading intervention program (OKU-GEL)
in improving the fluent reading skills of primary school students with dyslexia. The model of …

Efficient and accurate word reading ability is critical for later reading success. As such, it is
important to understand the component skills that underlie strong word reading ability …

Rapid Automatized Naming (RAN) is considered a universal marker of developmental
dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language …

This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent
orthography, among 258 native Arabic children from Grade 3, divided into a typical readers …

The aim was to investigate the predicting role of phonological awareness (PA) and rapid
automatized naming (RAN) on early literacy skills (eg, word reading [WR] and spelling [SP]) …

Early literacy skills serve as the best precursors of reading success and risk indicators of the
double deficit and triple deficit hypotheses according to the spelling consistency of …

Previous research has shown that phonological awareness is one of the most important
prerequisites for early reading. Monitoring its development requires reliable, easy-to-use …

Objective: The relationship between mental health and contextual factors has been
increasingly investigated in the scientific literature to identify elements that may configure …

Introduction: Reading impairment in children with dyslexia stems from either a phonological
awareness deficit or a deficit in rapid automatized naming. Both deficits constitute the double …