How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography-Reference-Cited by-同舟云学术

How Do Phonological Awareness and Rapid Naming Predict Reading? Findings from a Highly Transparent Orthography

Published:2021-12-06 Issue:1 Volume:61 Page:41-60
ISSN:1938-8071
Container-title:Literacy Research and Instruction
language:en
Short-container-title:Literacy Research and Instruction

Author:

Ergül Cevriye¹^ORCID,Bahap Kudret Zeynep¹^ORCID,Ökcün-Akçamuş Meral Ç.¹^ORCID,Akoğlu Gözde²^ORCID,Demir Ergül³^ORCID,Kılıç Tülü Burcu¹^ORCID

Affiliation:

1. Department of Special Education, Ankara University, Ankara, Turkey

2. Department of Child Development, Izmir Katip Çelebi University, İzmir, Turkey

3. Department of Educational Measurement and Evaluation, Ankara University, Ankara, Turkey

Funder

Türkiye Bilimsel ve Teknoloji Araştırma Kurumu

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19388071.2021.2008557

Reference60 articles.

1. Abolafya, P. B. (2008). Rapid-automatized naming in relation to some other reading components and reading skills of second graders [Unpublished master’s thesis]. Boğaziçi University. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp

2. A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia

3. Visual rapid naming and phonological abilities: Different subtypes in dyslexic children

4. Preliterate phonological awareness and early literacy skills in Turkish

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