The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement
This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonol...
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| Veröffentlicht in: | Journal of learning disabilities 2002-11, Vol.35 (6), p.510-525 |
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| creator | Catts, Hugh W. Gillispie, Matthew Leonard, Laurence B. Kail, Robert V. Miller, Carol A. |
| description | This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an “extraphonological” factor in some reading disabilities. |
| doi_str_mv | 10.1177/00222194020350060301 |
| format | Article |
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Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an “extraphonological” factor in some reading disabilities.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/00222194020350060301</identifier><identifier>PMID: 15493249</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications</publisher><subject>Academic achievement ; Achievement ; Adolescents ; Biological and medical sciences ; Child ; Child clinical studies ; Child development ; Cognition & reasoning ; Cognitive Processes ; Developmental psychology ; Dyslexia ; Dyslexia - physiopathology ; Educational Status ; Elementary Education ; Female ; Fundamental and applied biological sciences. Psychology ; Grade 3 ; Humans ; Information processing ; Intelligence tests ; Language and communication disorders ; Language Skills ; Learning disabilities ; Male ; Medical sciences ; Mental Processes ; Naming ; Naming Speed ; Naming Task ; Performance Factors ; Phoneme Grapheme Correspondence ; Phonological Awareness ; Phonological processing ; Predictor Variables ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopathology. Psychiatry ; Reaction Time ; Reaction times ; Reading ; Reading Ability ; Reading Achievement ; Reading Difficulties ; Reading disabilities ; Semantics ; Special education ; Speed ; Time Factors (Learning) ; Young children</subject><ispartof>Journal of learning disabilities, 2002-11, Vol.35 (6), p.510-525</ispartof><rights>2003 INIST-CNRS</rights><rights>Copyright PRO-ED Journals Nov/Dec 2002</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c485t-78412fa329a8a8ad89561e1eb9b5d6d07f7ec1eed06c40d82fdcacf37aa835453</citedby><cites>FETCH-LOGICAL-c485t-78412fa329a8a8ad89561e1eb9b5d6d07f7ec1eed06c40d82fdcacf37aa835453</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00222194020350060301$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00222194020350060301$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,12846,21819,27924,27925,30999,31000,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ657304$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=13997334$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15493249$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Catts, Hugh W.</creatorcontrib><creatorcontrib>Gillispie, Matthew</creatorcontrib><creatorcontrib>Leonard, Laurence B.</creatorcontrib><creatorcontrib>Kail, Robert V.</creatorcontrib><creatorcontrib>Miller, Carol A.</creatorcontrib><title>The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an “extraphonological” factor in some reading disabilities.</description><subject>Academic achievement</subject><subject>Achievement</subject><subject>Adolescents</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Child development</subject><subject>Cognition & reasoning</subject><subject>Cognitive Processes</subject><subject>Developmental psychology</subject><subject>Dyslexia</subject><subject>Dyslexia - physiopathology</subject><subject>Educational Status</subject><subject>Elementary Education</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 3</subject><subject>Humans</subject><subject>Information processing</subject><subject>Intelligence tests</subject><subject>Language and communication disorders</subject><subject>Language Skills</subject><subject>Learning disabilities</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Mental Processes</subject><subject>Naming</subject><subject>Naming Speed</subject><subject>Naming Task</subject><subject>Performance Factors</subject><subject>Phoneme Grapheme Correspondence</subject><subject>Phonological Awareness</subject><subject>Phonological processing</subject><subject>Predictor Variables</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopathology. Psychiatry</subject><subject>Reaction Time</subject><subject>Reaction times</subject><subject>Reading</subject><subject>Reading Ability</subject><subject>Reading Achievement</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Semantics</subject><subject>Special education</subject><subject>Speed</subject><subject>Time Factors (Learning)</subject><subject>Young children</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqFkVtvEzEQhS0EomnhH1TIQqJPLPh-eYyqclMFVSjPi2PPJq5216mdgPj3eElEEUJUfrBH55vR8RyETil5RanWrwlhjFErCCNcEqIIJ_QBmlHJTSO0IQ_RbEKaiTlCx6XcEEIE0-oxOqJSWM6EnaGv12vAi9QDTh3-vAEI0-MqJw-lxHH1Ei_cJgb80Q2_KjcGfLVOY-rTKnrX4_l3l2GsMI4jXoALFcNzv47wDQYYt0_Qo871BZ4e7hP05c3F9fm75vLT2_fn88vGCyO3jTaCss5xZp2pJxgrFQUKS7uUQQWiOw2eVntEeUGCYV3wzndcO2e4FJKfoLP93E1Otzso23aIxUPfuxHSrrRGSm1V3dJ9oGaWCUXVvaDUgnNteQWf_wXepF0e62_buntGjZKTP7GHfE6lZOjaTY6Dyz9aStop0PZfgda2Z4fZu-UA4a7pkGAFXhwAV2oeXXajj-WO49ZqzkXlTvcc5Oh_yxcflNScTDLdy8Wt4A____P2ExVTvOw</recordid><startdate>20021101</startdate><enddate>20021101</enddate><creator>Catts, Hugh W.</creator><creator>Gillispie, Matthew</creator><creator>Leonard, Laurence B.</creator><creator>Kail, Robert V.</creator><creator>Miller, Carol A.</creator><general>Sage Publications</general><general>Sage</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8C1</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>AVQMV</scope><scope>AZQEC</scope><scope>BEC</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>HEHIP</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</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><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>20021101</creationdate><title>The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement</title><author>Catts, Hugh W. ; Gillispie, Matthew ; Leonard, Laurence B. ; Kail, Robert V. ; Miller, Carol A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c485t-78412fa329a8a8ad89561e1eb9b5d6d07f7ec1eed06c40d82fdcacf37aa835453</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2002</creationdate><topic>Academic achievement</topic><topic>Achievement</topic><topic>Adolescents</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Child development</topic><topic>Cognition & reasoning</topic><topic>Cognitive Processes</topic><topic>Developmental psychology</topic><topic>Dyslexia</topic><topic>Dyslexia - physiopathology</topic><topic>Educational Status</topic><topic>Elementary Education</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. 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U.S. Customers Only</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Arts & Humanities Database</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of learning disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Catts, Hugh W.</au><au>Gillispie, Matthew</au><au>Leonard, Laurence B.</au><au>Kail, Robert V.</au><au>Miller, Carol A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ657304</ericid><atitle>The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement</atitle><jtitle>Journal of learning disabilities</jtitle><addtitle>J Learn Disabil</addtitle><date>2002-11-01</date><risdate>2002</risdate><volume>35</volume><issue>6</issue><spage>510</spage><epage>525</epage><pages>510-525</pages><issn>0022-2194</issn><eissn>1538-4780</eissn><coden>JLDIAD</coden><abstract>This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an “extraphonological” factor in some reading disabilities.</abstract><cop>Los Angeles, CA</cop><pub>Sage Publications</pub><pmid>15493249</pmid><doi>10.1177/00222194020350060301</doi><tpages>16</tpages></addata></record> |
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| subjects | Academic achievement Achievement Adolescents Biological and medical sciences Child Child clinical studies Child development Cognition & reasoning Cognitive Processes Developmental psychology Dyslexia Dyslexia - physiopathology Educational Status Elementary Education Female Fundamental and applied biological sciences. Psychology Grade 3 Humans Information processing Intelligence tests Language and communication disorders Language Skills Learning disabilities Male Medical sciences Mental Processes Naming Naming Speed Naming Task Performance Factors Phoneme Grapheme Correspondence Phonological Awareness Phonological processing Predictor Variables Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopathology. Psychiatry Reaction Time Reaction times Reading Reading Ability Reading Achievement Reading Difficulties Reading disabilities Semantics Special education Speed Time Factors (Learning) Young children |
| title | The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement |
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