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Learning to Read Facilitates the Retrieval of Phonological Representations in Rapid Automatized Naming: Evidence from Unschooled Illiterate, Ex-Illiterate, and Schooled Literate Adults
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Araújo, Susana; Fernandes, Tânia; Huettig, Falk – Developmental Science, 2019
Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three…
Descriptors: Literacy Education, Phonological Awareness, Naming, Illiteracy