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ERIC Number: EJ825271
Record Type: Journal
Publication Date: 2008-Dec-1
Pages: 26
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-1696-2095
Are Phonological Processes Separate from the Processes Underlying Naming Speed in a Shallow Orthography?
Lopez-Escribano, Carmen; Katzir, Tami
Electronic Journal of Research in Educational Psychology, v6 n3 p641-666 Dec 2008
Introduction: The present study examined the contributions of phonological decoding skills and rapid naming to the prediction of reading skills in Spanish-speaking children with dyslexia. Method: Thirty-eight dyslexic readers with phonological decoding processing deficits (mean age 9;11) were assessed on reading speed, reading comprehension, word and pseudoword reading, orthographic choice, and Rapid Naming (RAN). Correlation and regression analyses were conducted to examine interrelationships among these variables in Spanish, a language with a transparent orthography. Results: Supporting previous findings of the Double Deficit Hypothesis in transparent orthographies, a significant relationship was found among RAN measures, reading speed, and orthographic knowledge; and between phonological decoding skills and word reading accuracy. Both word reading accuracy and RAN tasks were associated with reading comprehension. Conclusions: In the present study, the predictive capability of RAN-Numbers to orthographic knowledge and RAN-Letters to reading speed was the highest among all cognitive measures underlie reading. (Contains 6 tables.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain