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ERIC Number: EJ911744
Record Type: Journal
Publication Date: 2011-Jan
Pages: 25
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0922-4777
Training Letter and Orthographic Pattern Recognition in Children with Slow Naming Speed
Conrad, Nicole J.; Levy, Betty Ann
Reading and Writing: An Interdisciplinary Journal, v24 n1 p91-115 Jan 2011
Although research has established that performance on a rapid automatized naming (RAN) task is related to reading, the nature of this relationship is unclear. Bowers (2001) proposed that processes underlying performance on the RAN task and orthographic knowledge make independent and additive contributions to reading performance. We examined the benefits of training orthographic pattern recognition and speeded letter recognition for children in Grades 1 and 2 with slow naming speed. Children first received training in either orthographic pattern recognition or speeded letter recognition, and then switched to the other type of training. Results indicated that speeded letter recognition can improve through training, but only when preceded by training in orthographic pattern recognition. Orthographic pattern recognition training improved the accuracy and speed of reading training words, whether training occurred alone or following letter training. Letter training prior to the orthographic training provided no additional benefit. Together, these results argue for the importance of orthographic training for children with slow naming speed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A