Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| English | 1 |
| Evaluation | 1 |
| Kindergarten | 1 |
| Naming | 1 |
| Native Language | 1 |
| Predictor Variables | 1 |
| Reading Ability | 1 |
| Reading Achievement | 1 |
Source
| Reading Research Quarterly | 1 |
Author
| Choe, June | 1 |
| Choi, Soujin | 1 |
| LaTourrette, Alexander | 1 |
| McWeeny, Sean | 1 |
| Norton, Elizabeth S. | 1 |
| Roberts, Megan Y. | 1 |
Publication Type
| Information Analyses | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcWeeny, Sean; Choi, Soujin; Choe, June; LaTourrette, Alexander; Roberts, Megan Y.; Norton, Elizabeth S. – Reading Research Quarterly, 2022
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for…
Descriptors: Kindergarten, Naming, Reading Ability, Reading Achievement
