The role of speed of processing, rapid naming, and phonological awareness in reading achievement

Hugh W. Catts, Matthew Gillispie, Laurence B. Leonard, Robert V. Kail, Carol Anne Miller

Research output: Contribution to journalArticle

145 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)509-524
Number of pages16
JournalJournal of Learning Disabilities
Volume35
Issue number6
StatePublished - Nov 1 2002

Fingerprint

Reading
deficit
Reaction Time
school grade
disability
Regression Analysis
regression
Group
time

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

Cite this

Catts, Hugh W. ; Gillispie, Matthew ; Leonard, Laurence B. ; Kail, Robert V. ; Miller, Carol Anne. / The role of speed of processing, rapid naming, and phonological awareness in reading achievement. In: Journal of Learning Disabilities. 2002 ; Vol. 35, No. 6. pp. 509-524.
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The role of speed of processing, rapid naming, and phonological awareness in reading achievement. / Catts, Hugh W.; Gillispie, Matthew; Leonard, Laurence B.; Kail, Robert V.; Miller, Carol Anne.

In: Journal of Learning Disabilities, Vol. 35, No. 6, 01.11.2002, p. 509-524.

Research output: Contribution to journalArticle

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