An exploration of the associations among continuous naming speed tasks, phonological tasks, reading ability, and orthographic knowledge.
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TextDescription: 138 pISBN: 0599810289Subject(s): Education, Reading | 0535Dissertation note: Thesis (Ph.D.)--University of Virginia, 2000. Summary: The relations among continuous naming speed tasks, phonological tasks, reading ability, and orthographic knowledge was investigated. A battery of diagnostic tests including the Rapid Automatized Naming test, Diagnostic Test of Phonic Skills, a phoneme deletion test, an informal reading inventory, and a developmental spelling analysis was administered to 76 3<super>rd</super> and 4<super>th</super> graders. Letter and object naming tasks correlated with spelling, phonological tasks, and reading measures. Naming tasks contributed additional variance to reading measures (p < .05), but not to spelling. Poor readers were classified as single phonological deficit, single naming deficit, or double-deficit. Children with the poorest word recognition in context and instructional reading level were in the double-deficit group. Measures of naming speed yield important diagnostic information and inform instruction, suggesting that some poor readers may not need remediation in phonology, but require specific instruction in building fluency.
Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2236.
Adviser: Tom Estes.
Thesis (Ph.D.)--University of Virginia, 2000.
The relations among continuous naming speed tasks, phonological tasks, reading ability, and orthographic knowledge was investigated. A battery of diagnostic tests including the Rapid Automatized Naming test, Diagnostic Test of Phonic Skills, a phoneme deletion test, an informal reading inventory, and a developmental spelling analysis was administered to 76 3<super>rd</super> and 4<super>th</super> graders. Letter and object naming tasks correlated with spelling, phonological tasks, and reading measures. Naming tasks contributed additional variance to reading measures (p < .05), but not to spelling. Poor readers were classified as single phonological deficit, single naming deficit, or double-deficit. Children with the poorest word recognition in context and instructional reading level were in the double-deficit group. Measures of naming speed yield important diagnostic information and inform instruction, suggesting that some poor readers may not need remediation in phonology, but require specific instruction in building fluency.
School code: 0246.
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