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...

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Chi tiết về thư mục
Những tác giả chính:	Clarke, P, Hulme, C, Snowling, M
Định dạng:	Journal article
Ngôn ngữ:	English
Được phát hành:	2005

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