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...

Szczegółowa specyfikacja

Opis bibliograficzny
Główni autorzy:	Clarke, P, Hulme, C, Snowling, M
Format:	Journal article
Język:	English
Wydane:	2005

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