Printer Friendly

Rapid naming and phonological processing as predictors of reading and spelling.

Much has been learned about reading and the underlying cognitive processes that are associated with success or struggle in acquiring literacy. For example, there is strong support for the link between phonological processing skills and the development of reading. Basic phonological skills have been identified as strong predictors of future reading success (Bradley & Bryant, 1983; Castles & Coltheart, 2004; Fox & Routh, 1976; Liberman, Shankweiler & Liberman, 1989; Mann & Liberman, 1984; Stanovich, Cunningham & Feeman, 1984; 1984; Wagner & Torgeson, 1987; Yopp, 1988) when comparing poor readers with both age and reading level matches. That is, poor readers are less proficient at tasks requiring phonological awareness, relative to their skilled reader age mates and also than younger readers of equal reading proficiency. Differences are even seen in studies comparing college age dyslexics with normal readers (Kitz & Tarver, 1989).

Rapid automatic naming, as first conceptualized by Denckla and Rudel (1976a; 1976b), consisted of four separate series of letters, numbers, colors, and objects presented over and over in random order on a 50-item matrix. Students would be asked to name the series as quickly as possible, and separate times were kept for each. Rapid naming is considered by some researchers to be subsumed under phonological skills (Felton & Brown, 1990; Wagne, Torgesen, & Rashotte, 1999; Shaywitz, 2003) and by others as a marker for processing speed (Ackerman, Holloway, Youngdahl & Dykman, 2001; Hammill & Mather, 2003). It has also been shown to predict reading development. Poor readers are slower at rapid naming of letters, digits, colors and familiar objects (Ackerman, Dykman, & Gardner, 1990; Denckla & Rudel, 1976; Fawcett & Nicolson, 2001; Spring & Capps, 1974; Spring & Farmer, 1975; Spring & Davis, 1988; Torgesen & Houck, 1980; Wolf, 1986; Wolf, 1991; Wolf & Obergon, 1992). Naming speed differences distinguish reading disabled children from those with other learning disabilities and from children with attention deficit disorders (Denckla & Rudel, 1976, Felton, Wood, Brown & Campbell, 1987). It has been shown to account for a significant amount of variance in reading skills beyond that accounted for by a phonological processing measure (Manis & Freedman, 2001; Schatschneider, Carlson, Francis, Foorman, & Fletcher, 2002; Spring & Davis, 1988). Naming speed can be evaluated in both discrete (the time necessary to produce the name for one item) and continuous (the time necessary to produce the names of a series of items) naming trials. Differences have been found under both conditions (Wolf & Goodglass, 1986; Wolf & Obergon, 1992); however, serial naming tasks have generally been seen as a stronger predictor of future reading success (Allor, 2002; Bowers & Swanson, 1991; Walsh, Price & Gillingham, 1988; Wolf, 1991). Wagner et al (1993) found a significant correlation between word identification with serial naming of both letters and digits but not with isolated naming. Spring & Davis (1988) suggested that continuous naming tasks are more like reading than discrete trial naming because of the necessity of overlapping cognitive demands (naming one while accessing next).

Bowers (1996) also proposed that "naming speed influences the ability to learn the orthographic pattern of words" (p.1). In a study requiring subjects to recall letter strings of nonsense words briefly flashed, she found a relationship between the facilitative effects of orthographic redundancy and rapid naming that was independent of phonological processing. That is, orthographic redundancy was more helpful for those students who were slower on rapid naming tasks.

The relationship between these two variables, phonological processing and rapid automatic naming, remains unclear. Wolf (1996) sees these two variables as being markers for separate cognitive processes. Along with other researchers (Bowers, 1996, 2001; Bowers & Wolf, 1993; Spring, personal communication; Wolf, 2001; Wolf & Bowers, 1999), she has suggested a double deficit theory of reading disability to account for the common co-occurrence of deficits in rapid automatic naming and phonological processing that are seen in disabled readers. According to this view, the two tasks represent independent cognitive functions and the most severely disabled readers are deficient in both. Naming speed has been found to have long-term predictive power, independent of phonological processing skills, for measures of reading proficiency (Newhaus & Swank, 2002; Spring & Davis, 1988; Torgeson et al, 1997). In a dyslexia subtyping study, Morris and Shaywitz (1998) identified seven subtypes of reading disability based on a series of cognitive assessments. Six of these subtypes displayed a core deficit in phonological processing while the seventh was categorized as displaying a rate deficit. Further complicating the picture, the relationship between naming speed and reading skills changes across levels of reading skill and across age of the reader (Manis, Seidenberg & Doi, 1999; Meyer, Wood, Hart & Felton, 1998a, 1998b; Torgesen, Wagner, Rashotte, Burgess & Hecht, 1997). In their review of evidence regarding the double deficit hypothesis Vukovic and Siegal (2006) concluded that "the existence of a naming speed only subtype of dyslexia has not been consistently documented" (p. 44). Vukovic and Siegal also note that the research on naming speed deficits is difficult to interpret due to considerable variation in how samples are chosen and defined. Vukovic and Siegal's review of the literature highlights the need for studies that more clearly explicate how naming speed and phonological processing may differentially affect different aspects of literacy.

Bowers (1996) in studying recall of orthographic patterns found an interaction effect between phonological processing and rapid naming. Students who were only deficient in phonemic awareness were better able to recall briefly presented letter strings than those who were poor at both rapid naming and phonological tasks. In addition, for students with phonological processing problems, proficiency in rapid naming appeared to improve performance.

Researchers have also found differential responses to intervention depending on whether the reader is deficient in one or both areas (and which one area) (Bowers, 1993; Bowers & Wolf, 1993; Levy, Bourassa & Horn, 1999). Such studies suggest that rather than being indicators of a single phonological core deficit (Torgeson, Wagner & Rashotte, 1994) naming speed and phonological processing may represent two different cognitive processes.

It is also unclear which skill is more critical to reading and which to spelling (Cossu et al, 1993; Perin, 1983). Both phonological processing and rapid naming performance are linked to reading and spelling performance across ages (Adams, 1990; Wagner & Torgeson, 1987). Bowers, Sunseth and Golden (1999) investigated one possible mechanism for this link. They developed and administered the Quick Spelling Test in which students reported the letters they had seen in briefly (250 msec) presented words, pseudowords and nonwords. The authors found that third graders with naming speed deficits were less successful at finding letter strings in illegal words than third graders with phonological deficits only. They suggest that naming speed deficits interfere with the ability to learn orthographic patterns. Levy, Bourassa and Horn (1999) found that children with naming speed deficits were slower to learn words, particularly when learning the words as whole units. Spring and Davis (1988) see naming speed as measuring the automaticity of lower level processes that are critical in developing word recognition. For the beginning reader, decoding words requires producing beginning phonemes while accessing the ones following. This is necessary because following phonemes affect the articulation of the preceding one. Thus, accurate blending is dependent upon fluent and rapid identification of constituent phonemes. Children with slow naming speed will have difficulty with this and thus require more learning trials with each individual word in order to develop accurate automatic recognition (even if they have good phonological processing and accurate decoding skills).

More information is needed regarding the uniqueness and co-occurrence of these deficits in relationship to both reading and spelling. The purpose of this study was to further investigate the relationships between phonological processing, rapid naming, reading and spelling in a specific group: children who had been referred for difficulties in reading and/or spelling. Specifically, this study examined the predictive value of naming speed and phonological processing for single word reading, decoding nonsense words, reading comprehension and spelling.



Participants were children in grades 2 through 5 who had been referred to one of two clinics (Raskob Learning Institute at College of Holy Names and School Diagnostic Clinic at California State University, California) for assessment and possible intervention in regard to difficulties in reading or spelling. Data were collected from 65 students. Students were predominantly white and from urban settings. The socio-economic status of the homes was mixed. All students were native English speakers.

Cognitive ability scores were used to screen out students whose reading difficulties might be due to overall cognitive or language deficits. Students whose verbal scores fell below 80 were not included in the data analysis.


WISC-III (Wechsler, 1991): The WISC-III is an individually administered test of general cognitive ability. The 12 subtests on this test are divided between a Verbal and a Performance Scale. Standard scores are derived for a Full Scale, Verbal and Performance I.Q. with mean = 100 and SD = 15.

Wechsler Individual Achievement Test (WIAT) (Wechsler, 1991): Basic Reading: Students are presented with a series of individual, real words, printed on a card, and are asked to read the words in a row-by-row manner. WIAT Comprehension: The child reads a series of brief passages and responds orally to questions presented by the examiner. The test measures the ability to recall detail and make inferences. WIAT Dictation: Dictation is a measure of spelling skill in which words are presented orally and the student is asked to write the words.

Woodcock-Johnson Word Attack (Woodcock & Johnson, 1989): Students are required to read nonsense words that follow standard orthographic patterns. Words are presented on a flip chart card in groups of six. This test assesses skill in applying knowledge of phonics and in orthographic analysis.

Test of Auditory Analysis Skills (TAAS) (Rosner, 1975): The TAAS consists of 13 items evaluating a child's phonological processing ability through manipulation of constituent sounds in words orally presented to the child. The test items increase in complexity. Beginning items require the child to split compound words; complex items require removing phonemes and saying the new word.

Digit Naming Speed (DNS) (Spring & Davis, 1988). On the DNS, students are presented with a 5" x 8" card on which 50 digits are presented. Students are instructed to read the digits as quickly as possible. Two trials (with different number series) are given. Time to read all digits is recorded. The DNS is a measure developed for use in research projects only and does not have psychometric data available (Spring & Davis, 1988). However the format is similar to that of other naming speed measures (Denckla & Rudel, 1976; Compton, Olson, deFries & Pennington, 2002: Wagner, Torgesen and Rashotte, 1999). Wagner and colleagues report test-retest reliabilities for the Rapid Digit Naming Test on the Comprehensive Test of Phonological Processing to range from .80 to .91, depending on age group.


All students were tested individually in quiet rooms. Additional psychoeducational testing, unrelated to the present study, was also completed during the testing sessions. Testing was generally done over two-to-three testing sessions. No session lasted longer than 2 1/2 hours.


The means and standard deviations for all measures used in this analysis are presented in Table 1. All measures, except the TAAS, resulted in standardized age-normed scores. Therefore, prior to further statistical analysis, the TAAS raw scores were regressed on age and converted to a standard score. Because the TAAS is subject to ceiling effects the distribution of scores was analyzed for deviance from a normal distribution. The TAAS scores for the sample population were normally distributed (Pcs = -.42).


The inter-correlations among the measures are presented in Table 1. As expected there is strong correlation among these measures of literacy. The weakest correlations are between verbal IQ and the literacy measures. Because verbal IQ did not correlate at a significant level with any of the literacy measures reported it was not used in further analysis. DNS and TAAS are the variables used to measure the identified underlying cognitive processes of rapid naming and phonological processing, respectively. The correlation between these two variables was significant at the .05 level but weak (r=.28). This suggests that these measures are indeed measuring different skills. Given the stronger correlations between these two variables (DNS and TAAS) and measures of literacy (Dictation, Basic Reading and Reading Comprehension) than between the two variables themselves, it was expected that they would have independent contributions to predicting performance on these measures. In addition, both variables were more strongly correlated with Word Attack than with each other.

Regression analysis

Regression analysis was used to test the predictive power of rapid naming, as measured by the DNS, and phonological processing, as measured by the TAAS, to Dictation, Basic Reading and Reading Comprehension. Each analysis was done in the same manner as described below.

* First, stepwise regression was performed with the selected literacy measure as dependent variables and both DNS and TAAS entered as independent variables. Stepwise regression determines the strongest predictor and builds models based upon the predictive value of each possible variable.

* Next, two-step forced entry regression was performed entering the weaker of the two predictors first to check for its contribution to prediction.

* To further analyze the independent and overlapping contributions of the two independent variables, partial correlations with the dependent variable were computed for each independent variable.

Basic Reading. The results of the regression analysis with Basic Reading as the dependent variable and DNS and TAAS as predictors are presented in Table 2. Only DNS contributed significantly to the prediction of the Basic Reading score. In this analysis, DNS accounted for 40% of the variance in performance on Basic Reading. Adding TAAS to the equation did not add any significant predictive power. When the order was reversed and TAAS was entered into the regression equation first, it accounted for 12% of the variance. , when entered into the regression equation second, it contributed an additional 31%. Partial correlation statistics revealed that both variables correlated significantly with Basic Reading independent of the other variable. Those values are also presented in Table 2.

Reading Comprehension. The results of the regression analysis with Reading Comprehension as the dependent variable and DNS and TAAS as predictors are presented in Table 3. Both DNS and TAAS contributed significantly to the prediction of the Comprehension score. DNS was the strongest predictor, accounting for 22% of the variance in scores. The TAAS accounted for an additional 9% when entered after DNS. When the order was reversed and TAAS was entered into the regression equation first, it accounted for 19% of the variance. DNS, when entered into the regression equation second, contributed an additional 13%. Partial correlation statistics revealed that both variables correlated significantly with Reading Comprehension independent of the other variable. Those values are also presented in Table 3.

Dictation. The results of the regression analysis with Dictation as the dependent variable and DNS and TAAS as predictors are presented in Table 4. Both DNS and TAAS contributed significantly to the prediction of the Dictation score. However, DNS was clearly the strongest predictor, accounting for 40% of the variance in scores. The TAAS accounted for an additional 7% when entered after DNS. When the order was reversed and TAAS was entered into the regression equation first, it accounted for 19% of the variance. DNS, when entered into the regression equation second, contributed an additional 28%. Partial correlation statistics revealed that both variables correlated significantly with Dictation independent of the other variable. Those values are also presented in Table 4.

Word Attack. Word Attack can be considered both a predictor of other literacy skills as well as a foundational literacy skill. Examination of the correlations presented in Table 1 shows that Word Attack was the variable most highly correlated with performance on the common markers of literacy: Basic Reading, Reading Comprehension, and Dictation. In addition, the correlations between Word Attack and both DNS and TAAS were stronger than the correlation between DNS and TAAS. This gives support to the proposal that DNS and TAAS are measuring independent cognitive processes, but that both are important in developing decoding skills. To further analyze the part that rapid naming and phonological processing play in developing decoding skills and likewise the part that decoding skills play in predicting literacy, regression analysis was performed with Word Attack included with DNS and TAAS as predictor variables. The results are presented in Table 5. Word attack proved to be a strong predictor of Dictation and Basic Reading. It also predicted scores on the Reading Comprehension measure.

Word Attack was also a stronger predictor for Basic Reading than either DNS or TAAS. It accounted for 62% of the variance in scores on Basic Reading. DNS added 8% to the predictive power of the model. TAAS, however, did not add to the predictive value of the model after the variance accorded to Word Attack and DNS was accounted for.

In predicting Reading Comprehension, Word Attack was also the strongest predictor of the three variables. However, its predictive power was much less: stepwise regression resulted in an R2 of .28 with Word Attack as the only predictor. At the next level, TAAS was found to significantly add to the power of the equation resulting in an R2 change of .08. The addition of DNS to the model did not add significantly to its predictive power.

Finally, Word Attack was a more potent predictor of Dictation than either DNS or TAAS, accounting for 53% of the variance in scores when entered alone. DNS added 8% more predictive value and the addition of TAAS as an additional predictor increased the amount of variance accounted for by 2%.

Word Attack was also investigated as a dependent variable, to measure the predictive power of rapid naming (DNS) and phonological processing (TAAS) to the development of decoding skills. DNS was the strongest predictor of performance on the Word Attack test (Table 6). It accounted for 26% of the variance in these scores. Adding TAAS to the model increased the amount of variance predicted by 7%. Partial correlations of DNS and TAAS with Word Attack indicated that both variables had significant independent correlation with Word Attack.


This study sought to further exam the double deficit hypothesis and the unique contribution of rapid naming and phonological processing to different aspects of literacy. It was expected that phonological processing (TAAS) would be most strongly predictive of Word Attack and Dictation. It was also expected that both TAAS and DNS would contribute significantly and uniquely to all aspects of literacy measured.

The results were surprising because of the clear superiority of DNS, a measure of rapid naming, in predicting scores on tests of spelling, word reading and reading comprehension. For each of these variables DNS accounted for considerably more variance than did TAAS, whether entered first or second into the regression equations. Indeed, TAAS added no additional power to the prediction of Word Reading. In contrast to the results of this study, the bulk of previous research shows phonological processing to be a strong and consistent predictor of literacy. It is likely that the results of this study are counter to this trend

because of the population sampled. Recall that the participants in this study were all students who had been referred for literacy-related problems. A review of their mean scores on the literacy-related measures reveals that these students were indeed performing below average on these tasks. With a Mean verbal IQ of 101, the group's mean scores on Word Reading, 90; Dictation, 88; and Reading Comprehension, 88 are lower than would be expected. Despite average verbal ability, these students are performing below average on literacy-related measures. Scarborough (1998) found that rapid naming was a stronger predictor of future reading success for disabled readers than for the normal reading population. The results of this study lend further support to the important role that rapid naming plays in developing reading for poor readers. However, it is still unclear exactly what these rapid naming measures are measuring. Shaywitz (2003) explains rapid naming as a measure of phonological accessing, Roberts and Mather (1997) as orthographic processing, and Fawcett and Nicolson (2000) as a variety of timing related deficits attributable to abnormal cerebellar functioning. It is clear that more research needs to be done to better understand this set of measures.

These results also strengthen the double deficit hypothesis. Rapid naming and phonological processing were found to have strong partial correlations with literacy measures, independent of each other. This provides support for conceptualizing rapid naming and phonological processing measures as markers for two separate cognitive processes, rather than as markers of a general underlying phonological processing disorder.

These students were deficient in both rapid naming and phonological processing in comparison to their peers. The mean for DNS was 85 (M=100). On the TAAS the mean raw score was approximately two grade levels below the students' mean grade placement. As a group they exhibited significant deficits in phonological processing and rapid naming.

Decoding skills

The power of decoding skills as measured by Word Attack to predict success in reading and spelling was striking. It accounted for over 50% of the variance on both Dictation and Basic Reading. It was less strong in predicting reading comprehension, indicating that there are other important variables to consider as well. When Word Attack was entered into the regression equations predicting Dictation and Basic Reading, both DNS and TAAS lost much of their predictive significance. Understanding of sound-symbol relationships and the ability to use them on novel words is a strong predictor of reading success even for disabled readers.

The contribution of rapid naming and phonological processing to decoding skills was also analyzed. Surprisingly, rapid naming (DNS) was a stronger predictor of performance on the Word Attack test than was phonological processing (TAAS). However, with both variables in the model only 33% of the variance in scores was accounted for. It is possible that instructional differences may account for a significant amount of the remaining variance in decoding skills. The students were from many different schools; therefore, it is likely that the amount of direct instruction regarding phonics that the students received varied considerably amongst the participants.

Implications for school psychology practice

Referrals for reading difficulties are one of the most common referring problems encountered by school psychologists. Therefore, it is important for them to be aware of the cognitive processes that appear to underlie and predict success or failure in literacy activities. Such knowledge will lead to a more informed and useful diagnostic protocol. The results of this study suggest that psychologists should look beyond the overall measures of reading ability and assess underlying processes of rapid naming and phonological processing. This information will be useful in formulating interventions and projecting the level of support that might be needed. Several current tests provide measures of both phonological processing and rapid naming. These include comprehensive achievement test batteries such as the Kaufman Test of Educational Achievement II (Pearson Assessment) and the Woodcock Johnson Tests of Achievement and Tests of Cognitive Abilities (Riverside Publishing) and reading batteries such as the Comprehensive Test of Phonological Processing (Pro-Ed) and the Process Assessment of the Learner II (Psychological Corporation).

This study also emphasizes the importance of looking at the subskills of reading, particularly decoding of nonsense words. In doing so, diagnosticians will be have a more complete picture of a child's reading skill. The strength of decoding as a predictor of other reading related measures also underscores the importance of including direct instruction in decoding in the reading curriculum. This study suggests that it is particularly important for struggling readers.

Further directions

These results strengthen the case for investigating the double deficit hypothesis more intensely and for recognizing the critical role of rapid naming in developing literacy. It is particularly important to consider rapid naming when investigating the struggles that disabled readers have and how to differentiate among these students. Rapid naming appears to be a marker for a cognitive process for which a threshold level of proficiency is critical to becoming a successful reader. That is, one just needs to be "good enough." Differences in rapid naming wash out in the general population--more is not necessarily better. However, in the disabled reading population they are of central importance. Students who are strong in rapid naming may be able to compensate for poor phonological processing skills.

As an example, consider the role that rapid naming might play in developing the decoding skills measured by Word Attack. Understanding and being able to internally manipulate the sounds of language makes gaining decoding skills easier. However, if a student struggles with phonological processing, he can still learn common sound-symbol patterns through repeated exposures to their association. If he is quick at recognizing individual letters and then forming common digraphs, he will link the letters to the sounds in the word. This word will become a sight word and the letter-sound associations will form a part of his data bank, accessible for identifying like words. If he is impaired in naming speed, he will not label and recognize the letters and digraphs as quickly and these associations will form more slowly. When asked to decode novel words this student will have a smaller store of common sound-symbol patterns to access.

Though this study did not explore differential response to interventions based upon deficits in rapid naming and/or phonological processing other studies suggest differential response. This study, however, in demonstrating the important role that rapid naming plays in developing literacy for disabled readers, adds support to the need to further investigate differential response to intervention.

Finally, this study did not include a measure of reading fluency. However, studies suggest that naming speed measures are good predictors of reading fluency (Kame'enui, Simmons, Good & Harn, 2001; Petrill, Deater-Deckard, Thompson, DeThorne, & Schatschneider, 2006). Further research in this area is needed as being able to differentiate between the components of proficient reading and the processes that are predictive of each will promote more targeted interventions.


Ackerman, P., Dykman, R., & Gardner, M. (1990). Counting rate, naming rate, phonological sensitivity and memory span: Major factors in dyslexia. Journal of Learning Disabilities, 23, 325-327.

Ackerman, P., Holloway, C., Youngdahl, P., & Dykman, R. (2001). The double deficit theory of reading does not fit all. Learning Disabilities Research and Practice, 16, 152-160.

Adams, M. (1990). Beginning to read: thinking and learning about print. Cambridge, Mass: MIT Press.

Allor, J. H., Fuchs, D., & Mathes, P. G. (2001). Do students with and without lexical retrieval weaknesses respond differently to instruction? Journal of Learning Disabilities 34(3), 264.

Bradley, L. & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.

Bowers, P. (1996). The effects of single and double deficits in phonemic awareness and naming speed on new tests of orthographic knowledge. Paper presented to the Annual Meeting of the Society for the Scientific Study of Reading. New York

Bowers, P. (1993). Text reading and rereading: Determinants of fluency beyond word recognition. Journal of Reading Behavior, 25, 133-152.

Bowers, P. G. (2001). Exploration of the basis for rapid naming's relationship to reading. In M. Wolf (Ed.), Dyslexia, Fluency and the Brain (pp. 41-64). Timonium: MD: York Press.

Bowers, P., & Swanson, L. (1991). Naming speed deficits in reading disability: Multiple measures of a single process. Journal of Experimental Child Psychology, 51, 195-219.

Bowers, P., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skills in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.

Bowers, P., Sunseth, K., and Golden, J. (1999). The route between rapid naming and reading progress. Scientific Studies of Reading, 3, no. 1, 31-54.

Cossu, G., Rossini, F., & Marshall, J.C. (1993). When reading is acquired but phonemic awareness is not: A study of literacy in Down's syndrome. Cognition, 129-138.

Denckla, M., & Rudel, R. (1976a). Naming of pictured objects by dyslexic and other learning disabled children. Brain and Language, 3, 1-15.

Denckla, M., & Rudel, R. (1976b). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.

Fawcett, A., & Nicolson, R. (2001). Speed and temporal processing in dyslexia. In M. Wolf (Ed.), Dyslexia, Fluency and the Brain (pp. 23-40). Timonium, MD: York Press

Felton, R., & Brown, L. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing, 2, 39-59.

Felton, R., Wood, F., Brown, I., Campbell, S., & Harter, M. (1987). Separate verbal memory and naming deficits in attention deficit disorder and reading disability. Brain and Language, 31, 171-184.

Fox, B., & Routh, D. (1976). Phonemic analysis and synthesis as word attack skills. Journal of Educational Psychology, 68, 70-74.

Hammill, D. D., Mather, N., Allen, E. A., & Roberts, R. (2002). Using Semantics, Grammar, Phonology, and Rapid Naming Tasks to Predict Word Identification. Journal of Learning Disabilities, 35(2), 121.

Kame'enui, E. J., Simmons, D. C., Good III, R. J., & Harn, B. A. (2001). The use of fluency based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, Fluency and the Brain (pp. 307-332). Timonium, MD: York Press

Kitz, W.R., & Tarver, S.G. (1989). Comparison of dyslexic and nondyslexic adults on decoding and phonemic awareness tasks. Annals of Dyslexia, 39, 196-205.

Levy, B. A., & Bourassa, D. C. (1999). Fast and slow namers: Benefits of segmentation and whole word training. Journal of Experimental Child Psychology, 73(2), 115.

Liberman, I, Shankweiller, D., & Liberman, L. (1989). The alphabetic principle and learning to read. In D.P. Shankweiler & I. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle. (pp. 1-33). Evanston: International Academy for research in Learning Disabilities.

Manis, F. R., & Freedman, L. (2001). The relationship of naming speed to multiple reading measures in disabled and normal readers. In M. Wolf (Ed.), Dyslexia, Fluency and the Brain (pp. 65-92). Timonium, MD: York Press

Manis, F. R., Seidenberg, M. S., & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second grade. Scientific Studies of Reading, 3(2), 129.

Mann, V., & Liberman, I. (1984). Phonological awareness and verbal short term memory. Journal of Learning Disabilities, 17, 592-599.

Meyer, M. S., Wood, F.B., Hart, L.A. & Felton, R.H. (1998). Longitudinal course of rapid naming in disabled and nondisabled readers. Annals of Dyslexia, 48, 91-114.

Morris, R. D., & Shaywitz, S. E. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90(3), 347

Neuhaus, G. F., & Swank, P. R. (2002). Understanding the relations between RAN letter subtest components and word reading in first-grade students. Journal of Learning Disabilities, 35(2), 158.

Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 129-144.

Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes. Journal of Educational Psychology, 98(1), 112-121.

Roberts, R., & Mather, N. (1997). Orthographic dyslexia: The neglected subtype. Learning Disabilities Practice, 12, 236250.

Rosner, J. (1979). Helping children overcome learning difficulties. New York: Walker and Company.

Schatschneider, C., Carlson, C. D., Francis, D. J., Foorman, B. R., & Fletcher, J. M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading Development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35(3), 245.

Shaywitz, S. E. (2003). Overcoming dyslexia. New York: Random House. Spring, C. & Capps, C. (1974). Encoding speed, rehearsal and probed recall of dyslexic boys. Journal of Educational Psychology, 66, 35-40.

Spring, C., & Davis, J.M. (1988). Relationships of digit naming speed with three components of reading. Applied Psycholinguistics, 9, 315-334.

Spring, C., & Farmer, R. (1975). Perceptual span of poor readers. Journal of Reading Behavior, 7, 297-305.

Stanovich, K., Cunningham, A.E., & Feeman, D. (1984). Intelligence, cognitive skills and reading progress. Reading Research Quarterly, 19, 279-303.

Torgesen, J.K., & Houck, D. (1980). Processing deficiencies of learning-disabled children who perform poorly on the digit span test. Journal of Educational Psychology, 72, 141-160.

Torgesen, J.K., Wagner, R.K. & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161

Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39(1), 25-47

Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.

Wagner, R.K., Torgesen, J.K., Laughon, P., Simmons, K., & Rashotte, C.A. (1993). Development of young reader's phonological processing abilities. Journal of Educational Psychology, 85, 83-103.

Wagner, R.K., Torgesen, J.K. & Rashotte, C.A. (1999). Comprehensive test of phonological processing. Austin, TX: pro-ed.

Walsh, D., Price, G., & Gillingham, M. (1988). The crucial but transitory importance of letter naming. Reading Research Quarterly, 23, 108-122.

Wechsler, D (1991). Wechsler intelligence scale for children-III. New York: The Psychological Corporation

Wolf, M. (1986). Dyslexia, dysnomia and lexical retrieval: a longitudinal investigation. Brain and Language, 28, 154-168.

Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-140.

Wolf, M. (1996). A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention. In B. Blachman (Ed.), Cognitive and linguistic foundations of reading acquisition: Implications for intervention research.

Wolf, M. (2001). Seven dimensions of time. In M. Wolf (Ed.), Dyslexia, Fluency and the Brain. Timmonium: MD: York Press.

Wolf, M., & Bowers, P. (1999). The "double-deficit hypothesis" for the developmental dyslexias. Journal of Educational Psychology, 91, 1-24.

Wolf, M., & Goodglass, H. (1986). Dyslexia, dysnomia and lexical retrieval. Brain and Language, 360-379.

Wolf, M., & Obergon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42, 219-247.

Woodcock, R.W., & Johnson, M.B. (1989). Woodcock Johnson psychoeducational battery-Revised. Allen, TX: DLM Teaching Resources

Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-176.

Catherine Christo

California State University, Sacramento

Jack Davis

California State University, East Bay

Send correspondence to Catherine Christo, COE, California State University, Sacramento, 6000 J St., Sacramento, CA 95819-6079,
Means (M). Standard Deviations (SD) and Zero-order
Correlations of Studc Vanables (N=65)

Measure               M          SD         1          2

1. Verbal 10       101        17
2. DNS             85         14         -165
3. TAAS            8.5        2.9        .168       .275 *
4. Word Attack     93         13.1       .083       .508 **
5. Basic Read      90         13.1       .137       .616 **
6. Comprehension   89         11.9       .241       .458 **
7. Dictation       88         10         .238       .616 **

Measure               3          4          5          6          7

1. Verbal 10
2. DNS
4. Word Attack     .412 **
5. Basic Read      .349 **    .773 **
6. Comprehension   .430 **    .521 **    .686 **
7. Dictation       .449 **    .724 **    .760 **    .600 **

Note: DNS= Digit Naming Speed. TAAS= Test or Auditory
Analysis Skills. Word Attack = a nonsense mord decoding
task. Basic Readingn = a real mord reading task.
Comprehension = a reading comprehension task.
Dictation = a spelling task.

TABLE 2 Regression Analysis Predicting WIAT Basic Reading

Variable   [R.sup.2] (Change)   F Change

DNS        .400 (.400)          42.592

Forced Order with TAAS First

TAAS       .117(.117)           8.471
DNS        .430(.313)           34.643

Variable   Sig. F Change        Partial [r.sup.2]

DNS        .000                 .632

Forced Order with TAAS First

TAAS       .005                 .226
DNS        .000                 .596

Note: DNS = Digit Naming Speed. TAAS = Test of Auditory

TABLE 3 Regression Analysis Predicting WIAT Reading Comprehension

DNS                .223 (.223)   16.911   .000   .397
TAAS               .316 (.094)   7.934    .007   .347

Forced Order with TAAS First

TAAS               .188 (.188)   13.701   .000   .347
DNS                .316 (.128)   10.845   .002   .397

Note: DNS = Digit Naming Speed. TAAS = Test of Auditory
Analysis Skills. WIAT = Wechsler Individual Achievement Test

TABLE 4 Regression Analysis Predicting WIAT Dictation

Variable   [R.sup.2] (Change)    F Change

DNS        .395 (.395)           41.74
TAAS       .466 (.071)           8.198

Forced Order with TAAS First

TAAS       .188 (.188)           14.567
DNS        .466 (.278)           32.277

Variable   Sig. F Change         Partial [r.sup.2]

DNS        .000                  .585
TAAS       .006                  .342

Forced Order with TAAS First

TAAS       .000                  .342
DNS        .000                  .585

Note: DNS = Digit Naming Speed; TAAS = Test of Auditory
Analysis Skills; WIAT = Wechsler Individual
Achievement Test

TABLE 5 Regression Analysis Predicting WIAT Scores
Including Word Attack Scores

Variable        [R.sup.2] (Change)    F Change

Predicting WIAT Basic Reading

Word Attack     .616 (.616)           94.486
DNS             .677 (.061)           10.977

Predicting WIAT Dictation

Word Atlack     .531 (.531)           66.845
DNS             .612 (.081)           12.143
TAAS            .799 (.026)           4.178

Predicting WIAT Comprehension

Word Attack     .278 (.278)           21.203
TAAS            .362 (.084)           7.099

Variable        Sig. F Change         Partial [r.sup.2]

Predicting WIAT Basic Reading

Word Attack     .000                  .695
DNS             .002                  .399

Predicting WIAT Dictation

Word Atlack     .000                  .565
DNS             .001                  .398
TAAS            .046                  .261

Predicting WIAT Comprehension

Word Attack     .000                  .341
TAAS            .010                  .291

Note: Word Attack = a nonsense word decoding task;
DNS = Digit Naming Speed; TAAS = Test of Auditory
Analysis Skills; WIAT = Wechsler Individual
Achievement Test

TABLE 6 Regression Analysis Predicting Woodcock-Johnson
Word Attack Scores

Variable        [R.sup.2] (Change)    F Change

DNS             .259 (.259)           20.594
TAAS            .325 (.066)           5.690

Variable        Sig. F Change         Partial [r.sup.2]

DNS             .000                  .441
TAAS            .020                  .299

Note: DNS = Digit Naming Speed; TAAS = Test of Auditory
Analysis Skills
COPYRIGHT 2008 California Association of School Psychologists
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2008 Gale, Cengage Learning. All rights reserved.

 Reader Opinion




Article Details
Printer friendly Cite/link Email Feedback
Author:Christo, Catherine; Davis, Jack
Publication:The California School Psychologist
Article Type:Report
Geographic Code:1USA
Date:Jan 1, 2008
Previous Article:The California School Psychologist provides valuable information to promote reading success among students.
Next Article:A consultation model to facilitate reading success.

Terms of use | Copyright © 2014 Farlex, Inc. | Feedback | For webmasters