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...

書誌詳細
主要な著者:	Clarke, P, Hulme, C, Snowling, M
フォーマット:	Journal article
言語:	English
出版事項:	2005

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