The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model |
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| Authors: | Cutting Laurie E Denckla Martha Bridge |
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| Institution: | (1) Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, Maryland, USA;(2) Departments of Neurology, Johns Hopkins School of Medicine, Baltimore, Maryland, USA;(3) Departments of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland, USA;(4) Departments of Psychiatry, Johns Hopkins School of Medicine, Baltimore, Maryland, USA |
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| 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 RSN is 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. |
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| Keywords: | Articulation Orthographic knowledge Phonological awareness Processing speed Rapid serial naming Rapid automatized naming Reading |
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