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Jessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
D'Agostino, Jerome V.; Kelly, Robert H.; Rodgers, Emily – Reading Psychology, 2019
While there is consensus that self-corrections (SCs) ought to be coded as part of oral reading assessments, less agreement exists as to what, if any, role self-correcting plays in reading development. The purpose of this study was to address limitations of prior research and provide a more statistically accurate estimate of the role of SC in early…
Descriptors: Beginning Reading, Error Correction, Reading Difficulties, Emergent Literacy
Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne – Scientific Studies of Reading, 2016
Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Understanding how this skill is acquired is therefore important for characterising reading difficulties. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings…
Descriptors: Phonology, Decoding (Reading), Phoneme Grapheme Correspondence, Models
Humbert, Mary Beth C. – ProQuest LLC, 2017
Beginning readers and struggling readers need explicit, systematic instruction in phonemic awareness and phonics (Adams, 2008; Ehri,1992, 1998; Ehri, Nunes, Willows, Schuster, & Yaghoub-Zadeh, 2001; Gaskins et al., 1997; Moats, 2004; Morris, 2015; National Reading Panel, 2000; Reutzel, 2015). Ehri and McCormick's (2008) phases of word learning…
Descriptors: Faculty Development, Grade 1, Teaching Methods, Reading Instruction
van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
Pugh, Kenneth R.; Landi, Nicole; Preston, Jonathan L.; Mencl, W. Einar; Austin, Alison C.; Sibley, Daragh; Fulbright, Robert K.; Seidenberg, Mark S.; Grigorenko, Elena L.; Constable, R. Todd; Molfese, Peter; Frost, Stephen J. – Brain and Language, 2013
We employed brain-behavior analyses to explore the relationship between performance on tasks measuring phonological awareness, pseudoword decoding, and rapid auditory processing (all predictors of reading (dis)ability) and brain organization for print and speech in beginning readers. For print-related activation, we observed a shared set of…
Descriptors: Reading Skills, Attention, Reading Difficulties, Phonological Awareness
Grainger, Jonathan; Lete, Bernard; Bertand, Daisy; Dufau, Stephane; Ziegler, Johannes C. – Cognition, 2012
We describe a multiple-route model of reading development in which coarse-grained orthographic processing plays a key role in optimizing access to semantics via whole-word orthographic representations. This forms part of the direct orthographic route that gradually replaces phonological recoding during the initial phases of reading acquisition.…
Descriptors: Evidence, Reading Difficulties, Reading, Semantics
Noordenbos, M. W.; Segers, E.; Serniclaes, W.; Mitterer, H.; Verhoeven, L. – Neuropsychologia, 2012
Learning to read is a complex process that develops normally in the majority of children and requires the mapping of graphemes to their corresponding phonemes. Problems with the mapping process nevertheless occur in about 5% of the population and are typically attributed to poor phonological representations, which are--in turn--attributed to…
Descriptors: Evidence, Stimuli, Phonemes, Dyslexia
Cassady, Jerrell C.; Smith, Lawrence L.; Putman, S. Michael – Reading Psychology, 2008
The theoretical and practical implications of examining young children's acquisitions of phonological awareness skills with specific and differentiated processing tasks are explored in this study. The study presents data from 269 kindergarten children completing a phonological awareness protocol that provided information on 14 discrete…
Descriptors: Beginning Reading, Phonological Awareness, Kindergarten, Literacy
Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits
Conrad, Nicole J.; Levy, Betty Ann – Reading and Writing: An Interdisciplinary Journal, 2007
The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based on previously established memory representations of common letter patterns. The ability to form these memory representations may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This…
Descriptors: Alphabets, Pattern Recognition, Memory, Reading Research
Litt, Deborah G. – Reading Teacher, 2007
In the author's experience, a significant source of reading difficulty for many beginning and struggling readers are misconceptions about print concepts so basic teachers assume their students are aware of them. Many children fail to grasp implicit principles of print such as the following: the reader cannot make up the words, the order of letters…
Descriptors: Misconceptions, Reading Difficulties, Reading Habits, Reading Instruction
Noble, Jo Anne – Council Connections, 2000
To adult readers directional movement seems natural, because adults have mastered this aspect of the reading process, and it is quite automatic. For some children, directional behavior can be very complex. Such was the case for one bright little boy ("Chance") the author/educator served in Reading Recovery. This article tells the story…
Descriptors: Beginning Reading, Case Studies, Literacy, Primary Education

Allor, Jill Howard – Learning Disability Quarterly, 2002
This review of research focuses on three issues in reading development: (1) the relationship of phonemic awareness to the variance in reading development not accounted for by rapid naming; (2) the relationship of rapid naming to the variance not accounted for by phonemic awareness; and (3) whether phonemic awareness and rapid naming contribute…
Descriptors: Beginning Reading, Elementary Education, Phonemic Awareness, Phonemics

Speckels, Judith – Reading Teacher, 1980
Discusses experiments that provide information about the reading processes involved in mapping phonemes onto alphabetic symbols; suggests several techniques for helping children both to differentiate among the short vowel sounds and to associate sound and symbol. Focuses on the needs of beginning readers who are experiencing reading difficulties.…
Descriptors: Beginning Reading, Elementary Education, Phoneme Grapheme Correspondence, Phonics

Elbro, Carsten – Reading and Writing: An Interdisciplinary Journal, 1996
Discusses aspects of phonological processing and linguistic awareness that may set the stage for initial reading development. Hypothesizes about the distinctness of phonological representations. Distinguishes phonological representations of high distinctness from other representations by many features. Compares the distinctness hypothesis to the…
Descriptors: Beginning Reading, Metalinguistics, Phonemic Awareness, Phonology