References
- Abbott, M., Wills, H., Miller, A., & Kaufman, J. (2012). The Relationship of error rate and comprehension in second and third grade oral reading fluency. Reading Psychology, 33(1–2), 104–132. https://doi.org/https://doi.org/10.1080/02702711.2012.630613
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
- Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G. K. (2020). From individual word recognition to word list and text reading fluency. Journal of Educational Psychology, 112(1), 22–39. https://doi.org/https://doi.org/10.1037/edu0000359
- Alvarez-Canizo, M., Suarez-Coalla, P., & Cuetos, F. (2015). The role of reading fluency in children's text comprehension. Frontiers in Psychology, 6, 1810. https://doi.org/https://doi.org/10.3389/fpsyg.2015.01810
- Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/https://doi.org/10.1037/edu0000006
- Barth, A. E., Tolar, T. D., Fletcher, J. M., & Francis, D. (2014). The effects of student and text characteristics on the oral reading fluency of middle-grade students. Journal of Educational Psychology, 106(1), 162–180. https://doi.org/https://doi.org/10.1037/a0033826
- Boland, T. (1993). The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education. European Journal of Psychology of Education, 8(3), 289–305. https://doi.org/https://doi.org/10.1007/BF03174083
- Brizzolara, D., Chilosi, A., Cipriani, P., Di Filippo, G., Gasperini, F., Mazzotti, S., & Zoccolotti, P. (2006). Do phonologic and rapid automatized naming deficits differentially affect dyslexic children with and without a history of language delay? A study of Italian dyslexic children. Cognitive and Behavioral Neurology, 19(3), 141–149.
- Bruce, D. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34(2), 158–170. https://doi.org/https://doi.org/10.1111/j.2044-8279.1964.tb00620.x
- Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429–438. https://doi.org/https://doi.org/10.1037/0012-1649.26.3.429
- Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. https://doi.org/https://doi.org/10.1080/87565640801982312
- Burke, M. D., Crowder, W., Hagan-Burke, S., & Zou, Y. (2009). A comparison of two path models for predicting reading fluency. Remedial and Special Education, 30(2), 84–95. https://doi.org/https://doi.org/10.1177/0741932508315047
- Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403–414. https://doi.org/https://doi.org/10.1037/0022-0663.91.3.403
- Caravolas, M., Volín, J., & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology, 92(2), 107–139. https://doi.org/https://doi.org/10.1016/j.jecp.2005.04.003
- Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing, 6(3), 279–298. https://doi.org/https://doi.org/10.1007/BF01027086
- Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406. https://doi.org/https://doi.org/10.1177/00222194020350050101
- Clarke, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28(2), 73–86. https://doi.org/https://doi.org/10.1111/j.1467-9817.2005.00255.x
- Clemens, N. H., Hsiao, Y. Y., Lee, K., Martinez-Lincoln, A., Moore, C., Toste, J., & Simmons, L. (2020). The differential importance of component skills on reading comprehension test performance among struggling adolescent readers. Journal of Learning Disabilities. https://doi.org/https://doi.org/10.1177/0022219420932139.
- Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press.
- Cummine, J., Szepesvari, E., Chouinard, B., Hanif, W., & Georgiou, G. K. (2014). A functional investigation of RAN letters, digits, and objects: How similar are they? Behavioural Brain Research, 275, 157–165. https://doi.org/https://doi.org/10.1016/j.bbr.2014.08.038
- DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N., & Pignone, M. P. (2004). Literacy and health outcomes. Journal of General Internal Medicine, 19(12), 1228–1239. https://doi.org/https://doi.org/10.1111/j.1525-1497.2004.40153.x
- Elbro, C., & Petersen, D. K. (2004). Long-term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96(4), 660–670. https://doi.org/https://doi.org/10.1037/0022-0663.96.4.660
- Elsayyad, H., Everatt, J., Mortimore, T., & Haynes, C. (2017). The influence of working memory on reading comprehension in vowelized versus non-vowelized Arabic. Reading and Writing, 30(4), 871–886. https://doi.org/https://doi.org/10.1007/s11145-016-9705-1
- Florit, E., & Cain, K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23(4), 553–576. https://doi.org/https://doi.org/10.1007/s10648-011-9175-6
- Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progresstoward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28, 659–671.
- Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256. https://doi.org/https://doi.org/10.1207/S1532799XSSR0503_3
- Georgiou, G. K., Papadopoulos, T. C., Fella, A., & Parrila, R. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112(1), 1–17. https://doi.org/https://doi.org/10.1016/j.jecp.2011.11.006
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/https://doi.org/10.1177/074193258600700104
- Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403–423. https://doi.org/https://doi.org/10.1037/0022-0663.96.3.403
- Harrison, J. E., Buxton, P., Husain, M., & Wise, R. (2000). Short test of semantic and phonological fluency: Normal performance, validity and test‐retest reliability. The British Journal of Clinical Psychology, 39(2), 181–191. https://doi.org/https://doi.org/10.1348/014466500163202
- Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171–188. https://doi.org/https://doi.org/10.1007/BF01027184
- Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/https://doi.org/10.1007/BF00401799
- Hruby, G. G., Goswami, U., Frederiksen, C. H., & Perfetti, C. A. (2011). Neuroscience and reading: A review for reading education researchers. Reading Research Quarterly, 46(2), 156–172. https://doi.org/https://doi.org/10.1598/RRQ.46.2.4
- Hu, C.-F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2(1), 55–79. https://doi.org/https://doi.org/10.1207/s1532799xssr0201_3
- Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483–507. https://doi.org/https://doi.org/10.1007/s11145-010-9283-6
- Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2–28. https://doi.org/https://doi.org/10.1006/jecp.2002.2670
- IBM Corp. (2019). IBM SPSS Statistics for Windows. Version 24.0. Author.
- Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011). Working memory influences processing speed and reading fluency in ADHD. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 17(3), 209–224. https://doi.org/https://doi.org/10.1080/09297049.2010.532204
- Jenkins, J. R., Fuchs, L. S., Van Den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719–729. https://doi.org/https://doi.org/10.1037/0022-0663.95.4.719
- Kail, R., & Hall, L. K. (1994). Processing speed, naming speed, and reading. Developmental Psychology, 30(6), 949–954. https://doi.org/https://doi.org/10.1037/0012-1649.30.6.949
- Kavé, G. (2005). Phonemic fluency, semantic fluency, and difference scores: Normative data for adult Hebrew speakers. Journal of Clinical and Experimental Neuropsychology, 27(6), 690–699. https://doi.org/https://doi.org/10.1080/13803390490918499
- Kessels, R. P., Van Zandvoort, M. J., Postma, A., Kappelle, L. J., & De Haan, E. H. (2000). The Corsi block-tapping task: Standardization and normative data. Applied Neuropsychology, 7(4), 252–258. https://doi.org/https://doi.org/10.1207/S15324826AN0704_8
- Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321. https://doi.org/https://doi.org/10.1037/0022-0663.100.2.310
- Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251. https://doi.org/https://doi.org/10.1598/RRQ.45.2.4
- Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863. https://doi.org/https://doi.org/10.3389/fpsyg.2013.00863
- Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. https://doi.org/https://doi.org/10.1037/0022-0663.100.1.150
- Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., O'Donovan, M., Williams, J., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Tóth, D., Honbolygó, F., Csépe, V., Bogliotti, C., Iannuzzi, S., Chaix, Y., Démonet, J.-F., … Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(6), 686–694. https://doi.org/https://doi.org/10.1111/jcpp.12029
- Lee, P. P. (1999). Why literacy matters: Links between reading ability and health. Archives of Ophthalmology, 117(1), 100–103. https://doi.org/https://doi.org/10.1001/archopht.117.1.100
- Leppänen, U., Aunola, K., Niemi, P., & Nurmi, J.-E. (2008). Letter knowledge predicts Grade 4 reading fluency and reading comprehension. Learning and Instruction, 18(6), 548–564. https://doi.org/https://doi.org/10.1016/j.learninstruc.2007.11.004
- Logan, J. A., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/https://doi.org/10.1007/s11145-009-9199-1
- Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. https://doi.org/https://doi.org/10.1037/0012-1649.36.5.596
- Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33(3), 255–281.
- Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33(4), 325–333. https://doi.org/https://doi.org/10.1177/002221940003300405
- Manolitsis, G., Grigorakis, I., & Georgiou, G. K. (2017). The longitudinal contribution of early morphological awareness skills to reading fluency and comprehension in Greek. Frontiers in Psychology, 8, 1793. https://doi.org/https://doi.org/10.3389/fpsyg.2017.01793
- Mathes, P. G., & Denton, C. A. (2002). The prevention and identification of reading disability. Seminars in Pediatric Neurology, 9(3), 185–191. https://doi.org/https://doi.org/10.1053/spen.2002.35498
- McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87(2), 179–192. https://doi.org/https://doi.org/10.1037/0022-0663.87.2.179
- McCallum, R. S., Bell, S. M., Wood, M. S., Below, J. L., Choate, S. M., & McCane, S. J. (2006). What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? Journal of Psychoeducational Assessment, 24(3), 243–259. https://doi.org/https://doi.org/10.1177/0734282906287938
- Memisevic, H., Biscevic, I., Pasalic, A., & Malec, D. (2019). Predictors of Reading fluency in second and third grade students: Results from Bosnia and Herzegovina. Studia Psychologica, 61(3), 175–188. https://doi.org/https://doi.org/10.21909/sp.2019.03.781
- Menzies, H. M., Mahdavi, J. N., & Lewis, J. L. (2008). Early intervention in reading: From research to practice. Remedial and Special Education, 29(2), 67–77. https://doi.org/https://doi.org/10.1177/0741932508315844
- Misra, M., Katzir, T., Wolf, M., & Poldrack, R. A. (2004). Neural systems for rapid automatized naming in skilled readers: Unraveling the RAN-reading relationship. Scientific Studies of Reading, 8(3), 241–256. https://doi.org/https://doi.org/10.1207/s1532799xssr0803_4
- Monaco, M., Costa, A., Caltagirone, C., & Carlesimo, G. A. (2013). Forward and backward span for verbal and visuo-spatial data: Standardization and normative data from an Italian adult population. Neurological Sciences: Official Journal of the Italian Neurological Society and of the Italian Society of Clinical Neurophysiology, 34(5), 749–754. https://doi.org/https://doi.org/10.1007/s10072-012-1130-x
- Morris, D. (1983). Concept of word and phoneme awareness in the beginning reader. Research in the Teaching of English, 17(4), 359–373.
- Moura, O., Simões, M. R., & Pereira, M. (2015). Working memory in Portuguese children with developmental dyslexia. Applied Neuropsychology. Child, 4(4), 237–248. https://doi.org/https://doi.org/10.1080/21622965.2014.885389
- Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test battery. Journal of Neuroscience Methods, 222, 250–259. https://doi.org/https://doi.org/10.1016/j.jneumeth.2013.10.024
- Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65(3), 370–396. https://doi.org/https://doi.org/10.1006/jecp.1996.2365
- Newman, E. H., Tardif, T., Huang, J., & Shu, H. (2011). Phonemes matter: The role of phoneme-level awareness in emergent Chinese readers. Journal of Experimental Child Psychology, 108(2), 242–259. https://doi.org/https://doi.org/10.1016/j.jecp.2010.09.001
- Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63(1), 427–452. https://doi.org/https://doi.org/10.1146/annurev-psych-120710-100431
- Nouwens, S., Groen, M. A., & Verhoeven, L. (2017). How working memory relates to children’s reading comprehension: The importance of domain-specificity in storage and processing. Reading and Writing, 30(1), 105–120. https://doi.org/https://doi.org/10.1007/s11145-016-9665-5
- Papadopoulos, T. C., Spanoudis, G. C., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1217. https://doi.org/https://doi.org/10.3389/fpsyg.2016.01217
- Peng, P., Barnes, M., Wang, C. C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48–76. https://doi.org/https://doi.org/10.1037/bul0000124
- Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/https://doi.org/10.1037/bul0000182
- Petscher, Y., & Kim, Y. S. (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, 49(1), 107–129. https://doi.org/https://doi.org/10.1016/j.jsp.2010.09.004
- Pezzino, A.-S., Marec-Breton, N., & Lacroix, A. (2019). Acquisition of reading and intellectual development disorder. Journal of Psycholinguistic Research, 48(3), 569–600. https://doi.org/https://doi.org/10.1007/s10936-018-9620-5
- Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510–519. https://doi.org/https://doi.org/10.1598/RT.58.6.2
- Plaza, M., & Cohen, H. (2005). Influence of auditory–verbal, visual–verbal, visual, and visual–visual processing speed on reading and spelling at the end of Grade 1. Brain and Cognition, 57(2), 189–194. https://doi.org/https://doi.org/10.1016/j.bandc.2004.08.043
- Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246–256. https://doi.org/https://doi.org/10.1037/0022-0663.97.2.246
- Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A.-M., Tolvanen, A., Torppa, M., & Lyytinen, H. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41(4), 353–370. https://doi.org/https://doi.org/10.1177/0022219407311747
- Rabiner, D. L., Godwin, J., & Dodge, K. A. (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267. https://doi.org/https://doi.org/10.17105/SPR45-2.250-267
- Rasinski, T. V. (2004). Assessing reading fluency. Pacific Resources for Education and Learning (PREL).
- Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91(3), 439–449. https://doi.org/https://doi.org/10.1037/0022-0663.91.3.439
- Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12(3), 177–186. https://doi.org/https://doi.org/10.1080/10862968009547369
- Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119–129. https://doi.org/https://doi.org/10.1037/0022-0663.96.1.119
- Schwartz, R. M. (2005). Literacy learning of at-risk first-grade students in the reading recovery early intervention. Journal of Educational Psychology, 97(2), 257–267. https://doi.org/https://doi.org/10.1037/0022-0663.97.2.257
- Seki, A., Kassai, K., Uchiyama, H., & Koeda, T. (2008). Reading ability and phonological awareness in Japanese children with dyslexia. Brain & Development, 30(3), 179–188. https://doi.org/https://doi.org/10.1016/j.braindev.2007.07.006
- Shaywitz, S. E. (1998). Dyslexia. The New England Journal of Medicine, 338(5), 307–312. https://doi.org/https://doi.org/10.1056/NEJM199801293380507
- Shaywitz, S. E., Shaywitz, B. A., Fletcher, J. M., & Escobar, M. D. (1990). Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. JAMA, 264(8), 998–1002. https://doi.org/https://doi.org/10.1001/jama.1990.03450080084036
- Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. The Future of Children, 26(2), 57–74. https://doi.org/https://doi.org/10.1353/foc.2016.0012
- Stage, S. A., & Jacobsen, M. D. (2001). Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review, 30(3), 407–419.
- Stanley, C. T., Petscher, Y., & Catts, H. (2018). A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing, 31(1), 133–153. https://doi.org/https://doi.org/10.1007/s11145-017-9777-6
- Stoddard, K., Valcante, G., Sindelar, P., O'Shea, L., & Algozzine, B. (1993). Increasing reading rate and comprehension: The effects of repeated readings, sentence segmentation, and intonation training. Reading Research and Instruction, 32(4), 53–65. https://doi.org/https://doi.org/10.1080/19388079309558133
- Stuart, M. (1990). Processing strategies in a phoneme deletion task. The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology, 42(2), 305–327. https://doi.org/https://doi.org/10.1080/14640749008401224
- Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question generation on students' reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6(1), 1–16.
- Tiu, R. D., Jr, Thompson, L. A., & Lewis, B. A. (2003). The role of IQ in a component model of reading. Journal of Learning Disabilities, 36(5), 424–436. https://doi.org/https://doi.org/10.1177/00222194030360050401
- Troyer, A. K., Moscovitch, M., & Winocur, G. (1997). Clustering and switching as two components of verbal fluency: Evidence from younger and older healthy adults. Neuropsychology, 11(1), 138–146. https://doi.org/https://doi.org/10.1037/0894-4105.11.1.138
- Van der Elst, W., Dekker, S., Hurks, P., & Jolles, J. (2012). The letter digit substitution test: Demographic influences and regression-based normative data for school-aged children. Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists, 27(4), 433–439. https://doi.org/https://doi.org/10.1093/arclin/acs045
- Volkmer, S., Galuschka, K., & Schulte-Körne, G. (2019). Early identification and intervention for children with initial signs of reading deficits-A blinded randomized controlled trial. Learning and Instruction, 59, 1–12. https://doi.org/https://doi.org/10.1016/j.learninstruc.2018.09.002
- 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(2), 192–212. https://doi.org/https://doi.org/10.1037/0033-2909.101.2.192
- Wang, W., & Lin, W. (2019). Recent studies into working memory capacity and L2 reading comprehension. Frontiers in Educational Research, 2(2), 170–175.
- Wechsler, D. (2003). WISC-IV: Administration and scoring manual. Psychological Corporation.
- Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/https://doi.org/10.1111/cdep.12184
- Wolf, M., & Denckla, M. B. (2005). RAN/RAS: Rapid automatized naming and rapid alternating stimulus tests. Pro-ed.
- Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211–239. https://doi.org/https://doi.org/10.1207/S1532799XSSR0503_2
- Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57(4), 988–1000. https://doi.org/https://doi.org/10.2307/1130373
- Yeh, S. S., & Connell, D. B. (2008). Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31(2), 243–256. https://doi.org/https://doi.org/10.1111/j.1467-9817.2007.00353.x
- Yovanoff, P., Duesbery, L., Alonzo, J., & Tindal, G. (2005). Grade‐level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24(3), 4–12. https://doi.org/https://doi.org/10.1111/j.1745-3992.2005.00014.x
- Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551–559. https://doi.org/https://doi.org/10.1177/0956797610363406