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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.
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]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/jrir.12005
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Reading (Primary)
        Type: general
      – SubjectFull: Word recognition ability testing
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Struggling readers
        Type: general
      – SubjectFull: At-risk students
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      – SubjectFull: Children
        Type: general
      – SubjectFull: Primary education
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      – SubjectFull: Winnipeg (Man.)
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      – TitleFull: The predictive relations between non-alphanumeric rapid naming and growth in regular and irregular word decoding in at-risk readers.
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            NameFull: Kruk, Richard S.
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            NameFull: Mayer, Jesse
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            NameFull: Funk, Leah
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            – D: 01
              M: 02
              Text: Feb2014
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              Y: 2014
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              Value: 37
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