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Titolo:
The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model
Autore:
Cutting, LE; Denckla, MB;
Indirizzi:
Kennedy Krieger Inst, Baltimore, MD 21205 USA Kennedy Krieger Inst Baltimore MD USA 21205 Inst, Baltimore, MD 21205 USA Johns Hopkins Univ, Sch Med, Dept Neurol, Baltimore, MD 21205 USA Johns Hopkins Univ Baltimore MD USA 21205 Neurol, Baltimore, MD 21205 USA Johns Hopkins Univ, Sch Med, Dept Pediat, Baltimore, MD 21205 USA Johns Hopkins Univ Baltimore MD USA 21205 Pediat, Baltimore, MD 21205 USA Johns Hopkins Univ, Sch Med, Dept Psychiat, Baltimore, MD 21205 USA Johns Hopkins Univ Baltimore MD USA 21205 ychiat, Baltimore, MD 21205 USA
Titolo Testata:
READING AND WRITING
fascicolo: 7-8, volume: 14, anno: 2001,
pagine: 673 - 705
SICI:
0922-4777(2001)14:7-8<673:TRORSN>2.0.ZU;2-O
Fonte:
ISI
Lingua:
ENG
Soggetto:
SHORT-TERM-MEMORY; PHONOLOGICAL PROCESSING ABILITIES; DOUBLE-DEFICIT HYPOTHESIS; POOR READERS; DEVELOPMENTAL DYSLEXIA; DISABLED READERS; SPEED PROCESSES; SPAN; SKILLS; DISABILITY;
Keywords:
articulation; orthographic knowledge; phonological awareness; processing speed; rapid serial naming; rapid automatized naming; reading;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
80
Recensione:
Indirizzi per estratti:
Indirizzo: Cutting, LE Kennedy Krieger Inst, 707 N Broadway,Suite 516, Baltimore, MD 21205 USA Kennedy Krieger Inst 707 N Broadway,Suite 516 Baltimore MD USA 21205
Citazione:
L.E. Cutting e M.B. Denckla, "The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model", READ WRIT, 14(7-8), 2001, pp. 673-705

Abstract

Even though researchers have established that rapid serial naming (RSN), or the ability to name within a restricted category of visual stimuli quickly, is a significant predictor of word reading, the predictive nature of RSNis not well understood. To investigate the relationship of RSN and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation), a preliminary/exploratory model of word reading was developed and then tested by path analysis. Results indicated that no variable in the model could fully `explain' RSN; processing speed, but not articulation, contributed to RSN performance. RSN and orthographic knowledge were significantly related, but this relationship was due to the effects of processing speed. In terms of their unique contributions to the variance in word reading, RSN,phonological awareness, and orthographic knowledge were independent of each other. While these results pertain only to normal readers and are preliminary in nature, they may provide a basis for a clear interpretation of similar studies conducted with both normal and dyslexic readers.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 03/04/20 alle ore 13:11:45