Individual differences in RAN and reading: a response timing analysis

Individual differences in RAN and reading: a response timing analysis

Thirty 8-11-year-old children were administered tests of rapid naming (RAN letters and digits) and reading-related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted...

Disgrifiad llawn

Manylion Llyfryddiaeth
Prif Awduron:	Clarke, P, Hulme, C, Snowling, M
Fformat:	Journal article
Iaith:	English
Cyhoeddwyd:	2005

Eitemau Tebyg

The Science of Reading: A Handbook
gan: Snowling, M, et al.
Cyhoeddwyd: (2008)

Reading disorders and dyslexia.
gan: Hulme, C, et al.
Cyhoeddwyd: (2016)

Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.
gan: Clarke, P, et al.
Cyhoeddwyd: (2010)

Learning to Read with a Language Impairment
gan: Snowling, M, et al.
Cyhoeddwyd: (2008)

Reading and Other Specific Learning Difficulties
gan: Snowling, M, et al.
Cyhoeddwyd: (2009)

Reading intervention for poor readers at the transition to secondary school
gan: Clarke, P, et al.
Cyhoeddwyd: (2017)

Beyond Phonological Deficits Sources of Individual Differences in Reading Disability
gan: Snowling, M
Cyhoeddwyd: (2011)

Children's reading impairments: From theory to practice
gan: Snowling, M, et al.
Cyhoeddwyd: (2013)

Reading intervention for children with language learning difficulties
gan: Snowling, M, et al.
Cyhoeddwyd: (2008)

Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”
gan: Jessica Lee Peters, et al.
Cyhoeddwyd: (2020-03-01)

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.
gan: Hatcher, P, et al.
Cyhoeddwyd: (2004)

Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments
gan: Hulme, C, et al.
Cyhoeddwyd: (2011)

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle
gan: Snowling, M, et al.
Cyhoeddwyd: (2011)

Evidence-based interventions for reading and language difficulties: creating a virtuous circle.
gan: Snowling, M, et al.
Cyhoeddwyd: (2011)

The science of reading : a handbook /
gan: Snowling, Margaret J., et al.
Cyhoeddwyd: (2007)

Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.
gan: Snowling, M, et al.
Cyhoeddwyd: (2012)

Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention
gan: Snowling, M, et al.
Cyhoeddwyd: (2014)

Annual Research Review: Reading disorders revisited – the critical importance of oral language
gan: Snowling, M, et al.
Cyhoeddwyd: (2020)

Learning to Read: What We Know and What We Need to Understand Better
gan: Hulme, C, et al.
Cyhoeddwyd: (2013)

A connectionist perspective on the development of reading skills in children.
gan: Snowling, M, et al.
Cyhoeddwyd: (1997)

Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.
gan: Burgoyne, K, et al.
Cyhoeddwyd: (2012)

A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
gan: Clayton, F, et al.
Cyhoeddwyd: (2019)

Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention
gan: Duff, F, et al.
Cyhoeddwyd: (2008)

Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension.
gan: Nation, K, et al.
Cyhoeddwyd: (1998)

Child and Symbol Factors in Learning to Read a Visually Complex Writing System
gan: Nag, S, et al.
Cyhoeddwyd: (2014)

Child and Symbol Factors in Learning to Read a Visually Complex Writing System
gan: Nag, S, et al.
Cyhoeddwyd: (2014)

Family risk of dyslexia is continuous: individual differences in the precursors of reading skill.
gan: Snowling, M, et al.
Cyhoeddwyd: (2003)

A critique of claims from Reynolds, Nicolson and Hambly (2003) that DDAT is an effective treatment for children with reading difficulties--'lies, damned lies and (inappropriate) statistics'?
gan: Snowling, M, et al.
Cyhoeddwyd: (2003)

Introduction to the special issue "Comorbidities between reading disorders and other developmental disorders"
gan: Moll, K, et al.
Cyhoeddwyd: (2020)

The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds.
gan: Durand, M, et al.
Cyhoeddwyd: (2005)

The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study.
gan: Nikolopoulos, D, et al.
Cyhoeddwyd: (2006)

No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties.
gan: Rack, J, et al.
Cyhoeddwyd: (2007)

Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart
gan: Hulme, C, et al.
Cyhoeddwyd: (2005)

Paired-associate learning, phoneme awareness, and learning to read.
gan: Hulme, C, et al.
Cyhoeddwyd: (2007)

Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
gan: Muter, V, et al.
Cyhoeddwyd: (2004)

Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
gan: Snowling, M, et al.
Cyhoeddwyd: (2018)

Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension
gan: Snowling, M, et al.
Cyhoeddwyd: (2019)

Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9‐year period
gan: Lyster, S-A, et al.
Cyhoeddwyd: (2020)

The growth of reading skills in children with Down Syndrome.
gan: Hulme, C, et al.
Cyhoeddwyd: (2012)

Language skills, but not frequency discrimination, predict reading skills in children at risk of dyslexia
gan: Snowling, M, et al.
Cyhoeddwyd: (2018)