Naming Speed and Reading: From Prediction to Instruction
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by...
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| Veröffentlicht in: | Reading research quarterly 2010-07, Vol.45 (3), p.341-362 |
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| container_title | Reading research quarterly |
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| creator | Kirby, John R. Georgiou, George K. Martinussen, Rhonda Parrila, Rauno |
| description | Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at-risk for reading disability. Finally, the instructional literature regarding attempts to improve naming speed and use of naming speed as a predictor of response to intervention is reviewed. The authors conclude that naming speed is uniquely associated with a range of reading tasks across orthographies, and that early identification would be improved by the inclusion of naming speed measures. The poor response to instruction of students who have slow naming speed should be considered when designing interventions. Further work is required to specify the theoretical nature of naming speed and to determine how to help students with slow naming speed. |
| doi_str_mv | 10.1598/RRQ.45.3.4 |
| format | Article |
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The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at-risk for reading disability. Finally, the instructional literature regarding attempts to improve naming speed and use of naming speed as a predictor of response to intervention is reviewed. The authors conclude that naming speed is uniquely associated with a range of reading tasks across orthographies, and that early identification would be improved by the inclusion of naming speed measures. The poor response to instruction of students who have slow naming speed should be considered when designing interventions. Further work is required to specify the theoretical nature of naming speed and to determine how to help students with slow naming speed.</description><subject>assessment</subject><subject>childhood</subject><subject>cognitive</subject><subject>comprehension</subject><subject>decoding</subject><subject>diagnostic</subject><subject>Dyslexia</subject><subject>fluency</subject><subject>learner</subject><subject>Learning disabilities</subject><subject>Low speed</subject><subject>Naming</subject><subject>Orthographies</subject><subject>phonics</subject><subject>Phonological awareness</subject><subject>Phonology</subject><subject>Rapid reading</subject><subject>rate</subject><subject>Reading</subject><subject>Reading comprehension</subject><subject>Reading difficulties</subject><subject>Reading instruction</subject><subject>Reading Skills</subject><subject>Reading teachers</subject><subject>Review of Research</subject><subject>special needs</subject><subject>Speed reading</subject><subject>struggling</subject><subject>theoretical</subject><subject>topic</subject><subject>Training</subject><subject>type</subject><issn>0034-0553</issn><issn>1936-2722</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kc9vFCEUx4nRxLV68W4y0ZvJTIEHDHhrq13bNFVXjUfCDLBh3RlWmI32v5ftmjZNNsKB9x6f75cfD6GXBDeEK3m8WHxpGG-gYY_QjCgQNW0pfYxmGAOrMefwFD3LeYXL4BRmSF6bIYzL6uvGOVuZ0VYLZ2ypvKvOUxyqz8nZ0E8hjtUUq4sxT2l7mz5HT7xZZ_fi33qEvp9_-Hb2sb76NL84O7mqey6UqiUlDuO-60jnjZFtX65AO0-UZd5acN7CLmdSqJZ1rKMgifTGCuh4R6mCI_R677tJ8dfW5Umv4jaN5UgtgGMQisoCvdlDS7N2Oow-Tsn0Q8i9PqFABFZK4ELVB6ilG10y6zg6H0r5Ad8c4Mu0bgj9QcHbvaBPMefkvN6kMJh0ownWu_7o0h_NuAbN7t1_F5eb_5C7EOTuJ17tBas8xXQnoK2kVCpy_7yQJ_fnbt-kn1q00HL943qu55ctwOL9XJ_CXysNpo0</recordid><startdate>20100701</startdate><enddate>20100701</enddate><creator>Kirby, John R.</creator><creator>Georgiou, George K.</creator><creator>Martinussen, Rhonda</creator><creator>Parrila, Rauno</creator><general>Blackwell Publishing Ltd</general><general>International Reading Association</general><general>International Literacy Association</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>M6I</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20100701</creationdate><title>Naming Speed and Reading: From Prediction to Instruction</title><author>Kirby, John R. ; 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The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double-deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at-risk for reading disability. Finally, the instructional literature regarding attempts to improve naming speed and use of naming speed as a predictor of response to intervention is reviewed. The authors conclude that naming speed is uniquely associated with a range of reading tasks across orthographies, and that early identification would be improved by the inclusion of naming speed measures. The poor response to instruction of students who have slow naming speed should be considered when designing interventions. Further work is required to specify the theoretical nature of naming speed and to determine how to help students with slow naming speed.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1598/RRQ.45.3.4</doi><tpages>22</tpages></addata></record> |
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| subjects | assessment childhood cognitive comprehension decoding diagnostic Dyslexia fluency learner Learning disabilities Low speed Naming Orthographies phonics Phonological awareness Phonology Rapid reading rate Reading Reading comprehension Reading difficulties Reading instruction Reading Skills Reading teachers Review of Research special needs Speed reading struggling theoretical topic Training type |
| title | Naming Speed and Reading: From Prediction to Instruction |
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