Background: Rapid naming refers to the duration required to swiftly and accurately identify a set of familiar visual stimuli. Rapid naming serves as a significant indicator of the efficiency with which phonological information can be retrieved from memory, playing a crucial role in the advancement of language and literacy competencies. Aim: This research aimed to thoroughly investigate the rapid naming and language skills of children with speech sound disorders (SSDs) and to explain the correlations between these competencies. Methods and Procedures: Our study consisted of 50 children diagnosed with SSD. The participants were categorized into two groups: those with articulation disorders (n = 23) and those with phonological disorders (n = 27). The Turkish Test of Language Development-Primary (TOLD-P:4), the Articulation Subtest (AST) and the Auditory Discrimination Subtest (ADT) of the Turkish Articulation and Phonology Test (SST), the Stimulability Test, and the Rapid Naming Test (RNT) were used to test the children's language, articulation, and rapid-naming skills. Outcomes and Results: In our study, children with articulation disorders exhibited significantly higher scores on picture vocabulary, relational vocabulary, and morphological completion scales from the TOLD-P:4 subtests compared to children with phonological disorders (t(48) = 2.504, p = 0.016; t(48) = 2.249, p = 0.029; t(48) = 2.744, p = 0.009). Simultaneously, it was determined that the average duration of children with articulation disorders in the object, color, and number tests, which are subtests of the RNT, exhibited significant differences when compared to children with phonological disorders (t(48) = -3.567, p = 0.001; t(48) = -2.888, p = 0.006; t(19) = -3.134, p = 0.005). A statistically significant negative correlation was observed between the mean duration of children with SSD in the object subtest of RNT and the scores on the stimulability and morpheme subtests (r = -0.387, p = 0.005; r = -0.326, p = 0.021). A notable negative correlation was found between the average duration of the color, letter, and number subtests of RNT and the ADT, as well as the percentage of stimulability (p < 0.05). Conclusion and Implications: Children with phonological disorders exhibited differences in rapid naming and language skill compared to those with articulation disorders. At this point, professionals addressing SSD should assess the access speed to phonological information in the memory of preschool children with phonological difficulties, and phonological processing should be incorporated into speech production interventions.