Understanding the neural underpinning of reading disorders, such as dyslexia, is a fundamental question in developmental neuroscience. However, identifying and isolating informative components elicited during free-naming paradigms (i.e. unprompted unconstrained naming tasks) has proven challenging methodological task. These barriers have hindered study underpinnings disorders. In this paper, we...

The purpose of this study was to compare the contribution of two different versions of working memory to word reading and reading comprehension in relation to phonological awareness and rapid naming speed. Fifty children were administered two measures of working memory, namely an adaptation of the Daneman and Carpenter sentence span task and Sentence Question, tests of phonological awareness, r...

This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Data were collected from 65 second-to-fifth grade children referred for learning difficultie...

objectives: nouns and verbs are the central conceptual linguistic units of language acquisition in all human languages. while the noun-bias hypothesis claims that nouns have a privilege in children’s lexical development across languages, studies on mandarin and korean and other languages have challenged this view. more recent cross-linguistic naming studies on children in german, turkish, engli...

This paper aims to test the predictive role of nonword reading abilities (accuracy and fluency) rapid naming (RAN) over word fluency. Letter knowledge (LK) phonological awareness (PA) for literacy were accounted as control factors due their ceiling effects. We direct impact main predictors indirect outcomes by controlling accuracy. To this end, 206 children participated completed measures abili...

PURPOSE To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. METHODS Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They consti...