Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.

• Donald Compton ^[1]
  1. [1] Florida State University/Florida Center for Reading Research
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 225-239
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.2.225
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• Resumen

  • This study used an extant longitudinal correlational data set (D. L. Compton, 2000) to model the relationship between growth in decoding skill and growth in rapid automatized naming (RAN) in 1st-grade children. During an academic year, 75 1st-grade children were assessed 7 times (once per month) in word reading, nonword reading, RAN numbers, and RAN colors. Results indicated a unique relationship between RAN numbers and early decoding skill. A bidirectional relationship between decoding skill and RAN numbers was supported, with RAN performance prior to the acquisition of decoding skill predictive of future decoding skill and with increased growth in RAN facilitated by the acquisition of decoding skill. (PsycINFO Database Record (c) 2016 APA, all rights reserved)