Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
- 1 April 1997
- journal article
- Published by Taylor & Francis in Scientific Studies of Reading
- Vol. 1 (2) , 161-185
- https://doi.org/10.1207/s1532799xssr0102_4
Abstract
A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading...Keywords
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