The Role of Phonological Awareness and Rapid Automatized Naming in the Prediction of Reading Difficulties in Portuguese
Bibliographic Data
| ID | 4406486 |
|---|---|
| Authors | Mirelle França Michalick-Triginelli (Pontifícia Universidade Católica de Minas Gerais), Cláudia Cardoso-Martins (0000-0002-7589-7997, Universidade Federal de Minas Gerais) |
| Year | 2015 |
| Volume | 28 |
| Issue | 4 |
| Pages | 823-828 |
| Publication date | 2015-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psicologia Reflexão e Crítica (JOURNAL) |
| Journal identifiers | ISSN: 0102-7972 • E-ISSN: 1678-7153 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1678-7153.201528421 |
| OpenAlex | W2225413132 |
| SCIELO_PID | S0102-79722015000400022 |
| Language | EN |
| References cited | 11 |
This study investigated the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the persistence of beginning reading difficulties in Portuguese. The study was longitudinal and involved 13 children who had shown little progress in learning to read during their 1st school year, and 13 children with typical reading development. At the beginning of the study, when participants were, on average, six years and nine months of age, their ability to read and spell words, and their PA and RAN skills were assessed. One year later, the children who had shown difficulties in learning to read were divided into two groups, based on their progress in learning to read during the course of the study: a group with persistent reading difficulties and a group whose difficulties had been overcome. Results showed that both groups performed equally poorly and below controls on the PA tasks at the beginning of the study. In contrast, only the children with persistent reading difficulties performed more poorly than controls on the RAN tasks at that time
Cognitive psychology · Contrast (vision) · Developmental psychology · Learning to read · Linguistics · Longitudinal study · Phonemic awareness · Phonological awareness · Phonology · Portuguese · Rapid automatized naming · Reading (process) · Spell · Artificial Intelligence · Computer Science · Language Development and Disorders · Medicine · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Specific contributions of phonological abilities to early reading acquisition
Rapid ‘automatized’ naming (R.A.N.)
Developmental dyslexia
Rapid Automatized Naming (RAN) and Reading Fluency
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
Naming Speed and Reading
A contribuição de variáveis cognitivas para a leitura e a escrita no português brasileiro
Relations Among Speech, Language, and Reading Disorders
Efeitos de vizinhança ortográfica no português brasileiro
The nature of phonological processing and its causal role in the acquisition of reading skills
| Citation velocity | historical |
|---|---|
| Highly cited | No |