Implications for Later Reading of a Naming Speed Deficit Accompanying a Phonemic Awareness Deficit.Report as inadecuate




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A study examined the theory that partially independent deficits in phonemic awareness and symbol naming speed contribute to reading disability. Subjects of the study were chosen from six second-grade classrooms to represent poor and average readers, rather than a regular class distribution. On the basis of AAT (phonemic deletion scores) and DNS (digit naming speed) scores above and below the 35th percentile for each variable, there were 15 no deficit children, 9 children in each single deficit group, and 5 children with a double deficit. Results indicated that naming speed level was not associated with AAT scores nor was AAT level associated with naming speed scores. Grade 2 phonemic awareness level was significantly related to word identification and word attack in Grade 4, and naming speed levels tended to be related. Findings suggest that the level of early naming speed significantly predicts both speed and accuracy of text 2 years later, while level of early AAT did not. (Contains 6 tables of data.) (CR)

Descriptors: Elementary Education, Foreign Countries, Grade 2, Grade 4, Learning Problems, Phonemic Awareness, Reading Difficulties, Reading Instruction, Reading Processes, Reading Research, Reading Skills











Author: Bowers, Patricia Greig

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8585&id=ED410524



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