Naming speed, phonological awareness and the initial stage of learning to read

REFERENCES

• Bowers P, Sunseth K, Golden J. The route between rapid naming and reading progress. Sci Stud Read 1999; 3: 31–53.
   Google Scholar
• Brady SA, Shankweiler DP (eds). Phonological pro- cesses in literacy. Hillsdale, NJ: Lawrence, 1991.
   Google Scholar
• Bryant PE, Bradley L, Maclean M, Crossland J. Nurs- ery rhymes, phonological skills and reading. J Child Lang 1989; 16: 407–28.
   PubMed Web of Science ®Google Scholar
• Catts H. Defining dyslexia as a developmental language disorder. Ann Dyslexia 1989; 39: 50–64.
   PubMed Web of Science ®Google Scholar
• Catts H. Defining dyslexia as a developmental language disorder: an expanded view. Top Lang Disord 1996; 16: 14–29.
   Web of Science ®Google Scholar
• Denckla M, Rudel RG. Rapid ‘‘automatized’’ naming (RAN): dyslexia differentiated from other learning dis- abilities. Neuropsychologia 1976; 14: 471–9.
   PubMed Web of Science ®Google Scholar
• Elbro C. Early linguistic abilities and reading develop- ment: a review and a hypothesis about distinctness of phonological representations. Read Writ 1996; 8: 453–85.
   Web of Science ®Google Scholar
• Elbro C, Borstrøm I, Petersen DK. Predicting dyslexia from kindergarten. The importance of distinctness of phonological representations of lexical items. Read Res Q 1998; 33: 36–60.
   Google Scholar
• Lundberg I. Reading difficulties can be predicted and prevented: a Scandinavian perspective on phonological awareness and reading. In: Hulme C, Snowling M (editors). Reading development and dyslexia. London: Whurr, 1994. pp. 180–99.
   Google Scholar
• Lundberg I, Linnakyla¨ P. The teaching of reading around the world. The Hague: IEA, 1992.
   Google Scholar
• Manis FR, Seidenberg MS, Doi LM. See Dick RAN: rapid naming and the longitudinal prediction of read- ing subskills in first and second graders. Sci Stud Read 1999; 3: 129–57.
   Google Scholar
• Olofsson Å. The relevance of phonological awareness in learning to read: Scandinavian longitudinal and quasi-experimental studies. In: Joshi RM, Leong CK (editors). Reading disabilities: diagnosis and compo- nent processes. Dordrecht: Kluwer, 1993. pp. 185–98.
   Google Scholar
• Olofsson Å, Hemmingsson I. Fonolek: bedo¨ mning av fonologisk medvetenhet. Fra°n a°rskurs 1 i grundskolan. [Fonolek: assessment of phonological awareness at schoolstart]. O· stersund: La¨spedagogiskt centrum; 1994.
   Google Scholar
• Olofsson Å, Niedersøe J. Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 11 years of age. J Learn Disabil 1999; 32: 464–72.
   Google Scholar
• Rack J. Dyslexia: the phonological deficit hypothesis. In: Fawcett A, Nicolson R (editors). Dyslexia in chil- dren: multidisciplinary perspectives. London: Har- vester, 1994. pp. 5–37.
   Google Scholar
• Sawyer DE, Fox BJ (eds). Phonological awareness in reading. The evolution of current perspectives. New York: Springer-Verlag, 1991.
   Google Scholar
• Scarborough HS. Very early language deficits in dyslexic children. Child Dev 1990; 61: 1728–43.
   PubMed Web of Science ®Google Scholar
• Scarborough HS. Early syntactic development of dyslexic children. Ann Dyslexia 1991; 41: 207–20.
   PubMed Web of Science ®Google Scholar
• Wagner R, Torgesen J. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychol Bull 1987; 101: 192–212.
   Web of Science ®Google Scholar
• Wimmer H. The nonword reading deficit in develop- mental dyslexia: evidence from children learning to read German. J Exp Child Psychol 1996; 61: 80–90.
   PubMed Web of Science ®Google Scholar
• Wimmer H. Developmental dyslexia in consistent or- thographies. Thalamus 1999; 17 (21): 23.
   Google Scholar
• Wimmer H, Goswami U. The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition 1994; 51: 91–103.
   PubMed Web of Science ®Google Scholar
• Wimmer H, Mayringer H, Landerl K. Poor reading: a deficit in skill-automatization or a phonological deficit? Sci Stud Read 1998; 2: 321–40.
   Google Scholar
• Wolf M. Naming speed and reading: the contribution of the cognitive neuroosciences. Read Res Q 1991; 26: 123–41.
   Web of Science ®Google Scholar