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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 5 results
Classification of Double Deficit Groups across Time: An Analysis of Group Stability from Kindergarten to Second Grade
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Steacy, Laura M.; Kirby, John R.; Parrila, Rauno; Compton, Donald L. – Scientific Studies of Reading, 2014
The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study…
Descriptors: Dyslexia, Reading Difficulties, Classification, Symptoms (Individual Disorders)
RAN Components and Reading Development from Grade 3 to Grade 5: What Underlies Their Relationship?
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Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2009
We examined (a) how rapid automatized naming (RAN) components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from…
Descriptors: Reading Difficulties, Reading Fluency, Grade 5, Grade 4
Rapid Naming Components and Their Relationship with Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes
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Georgiou, George K.; Parrila, Rauno; Kirby, John R.; Stephenson, Kathy – Scientific Studies of Reading, 2008
This study examines (a) how rapid automatized naming (RAN) speed components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN…
Descriptors: Reading Difficulties, Reading Fluency, Phonological Awareness, Grade 2
Rapid Naming Speed Components and Early Reading Acquisition
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Georgiou, George, K.; Parrila, Rauno; Kirby, John – Scientific Studies of Reading, 2006
This study examines how rapid automatized naming (RAN) components-articulation time and pause time-develop from kindergarten to the end of first grade and how RAN components are related to different reading measures and to RAN total time. Sixty-two children were administered RAN tasks in kindergarten and at the beginning and end of Grade 1.…
Descriptors: Grade 1, Early Reading, Kindergarten, Reading Fluency
Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?
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Parrila, Rauno; Kirby, John R.; McQuarrie, Lynn – Scientific Studies of Reading, 2004
This study examines how measures of articulation rate, verbal short-term memory (STM), naming speed, and phonological awareness tasks administered in kindergarten and again in Grade 1 jointly and uniquely predict word reading and passage comprehension variance in Grades 1, 2, and 3. Results from regression and commonality analyses indicated that…
Descriptors: Early Reading, Reading Comprehension, Phonological Awareness, Short Term Memory