The predictive relations between non-alphanumeric rapid naming and growth in regular and irregular word decoding in at-risk readers.
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| Title: | The predictive relations between non-alphanumeric rapid naming and growth in regular and irregular word decoding in at-risk readers. |
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| Authors: | Kruk, Richard S., Mayer, Jesse, Funk, Leah |
| Source: | Journal of Research in Reading. Feb2014, Vol. 37 Issue 1, p17-35. 19p. |
| Subjects: | Reading (Primary), Word recognition ability testing, School children, Struggling readers, At-risk students, Children, Primary education |
| Geographic Terms: | Winnipeg (Man.) |
| Abstract: | We investigated influences of non-alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at-risk and 69 not-at-risk readers were tracked from Grade 1 to Grade 3. Non-alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word decoding in early Grade 2 - strong rapid naming was associated with strong irregular word decoding. An interaction between reading risk status and Grade 1 rapid naming indicated that the influence of Grade 1 rapid naming ability on growth in irregular word decoding was different for at-risk than not-at-risk readers. Non-alphanumeric rapid naming can have predictive validity as a marker for identifying specific difficulties in learning to read irregular words in at-risk readers. Results indicate that rapid naming plays a general role in irregular word reading and a specific role in at-risk readers' growth in irregular word decoding. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We investigated influences of non-alphanumeric rapid naming on decoding skill growth for regularly and irregularly spelled English words. In a longitudinal study, 52 at-risk and 69 not-at-risk readers were tracked from Grade 1 to Grade 3. Non-alphanumeric rapid naming ability measured in Grade 1 accounted for unique variance in irregular word decoding in early Grade 2 - strong rapid naming was associated with strong irregular word decoding. An interaction between reading risk status and Grade 1 rapid naming indicated that the influence of Grade 1 rapid naming ability on growth in irregular word decoding was different for at-risk than not-at-risk readers. Non-alphanumeric rapid naming can have predictive validity as a marker for identifying specific difficulties in learning to read irregular words in at-risk readers. Results indicate that rapid naming plays a general role in irregular word reading and a specific role in at-risk readers' growth in irregular word decoding. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01410423 |
| DOI: | 10.1111/jrir.12005 |
