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Peer reviewed Peer reviewed
ERIC Number: EJ306054
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relationship of Rapid Naming Ability and Language Analysis Skills to Kindergarten and First-Grade Reading Achievement.
Blachman, Benita A.
Journal of Educational Psychology, v76 n4 p610-22 Aug 1984
Language analysis tasks (segmentation and rhyming) and rapid automatized naming tasks (objects, colors, and letters) were found to tap different linguistics-processing components in both kindergarteners and first graders. Children who could analyze letter names were more likely to be among the better readers at the end of first grade. (Author/BS)
Descriptors: Beginning Reading, Language Processing, Letters (Alphabet), Phonemes, Primary Education, Reading Ability, Reading Achievement, Structural Analysis (Linguistics)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: McCarthy Scales of Children Abilities; Naming Response; Tapping Task
Note: This article is based on a doctoral dissertation submitted to the University of Connecticut. Some data were presented at the Annual Meetings of the Orton Duplexia Society (Baltimore, MD. 1982) and the American Speech-Language-Hearing Association (Toronto, Ontario, 1982).