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1	Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años ; Favoring skills of learning to read in 5 and 6 years students
	Gutiérrez-Fresneda, Raúl. - : Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje, 2018
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2	Exploración de la conciencia fonológica y la velocidad de nombrado en alumnos de 3º de Educación Infantil y 1º de Educación Primaria y su relación con el aprendizaje de la lectoescritura
	Rabazo Méndez, María José; García López, María; Sánchez Herrera, Susana. - : Asociación INFAD, 2016. : Universidad de Extremadura, 2016
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3	Working Memory Components as Predictors of Word Problem Solving: Does Rapid Automatized Naming Speed Mediate the Relationship?
	Fung, Wenson Wen-Yuan. - : eScholarship, University of California, 2015
	In: Fung, Wenson Wen-Yuan. (2015). Working Memory Components as Predictors of Word Problem Solving: Does Rapid Automatized Naming Speed Mediate the Relationship?. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/32g2068d (2015)
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4	Rapid automatized naming and reading performance: a meta-analysis
	Petersson, Karl Magnus; Araújo, Susana; Faisca, Luis. - : American Psychological Association, 2015
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5	Preschool predictors of early literacy acquisition in German-speaking children
	Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette; Stackhouse, Joy. - : John Wiley & Sons, Inc., 2015
	Abstract: Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy acquisition. This study, therefore, aimed to examine the development of these predictors and their relationship with literacy acquisition through a longitudinal investigation of German-speaking children. Seventy-eight children growing up monolingual German were assessed three times: a few months before starting school (mean age = 5 years 11 months), in grade 1 (mean age = 6 years 11 months), and in grade 2 (mean age = 7 years 10 months). Cognitive predictors were measured at preschool, and literacy outcomes (reading accuracy, speed, comprehension, and spelling) were measured in grades 1 and 2. Correlational and path analyses revealed a complex pattern of relationships between cognitive and literacy skills dependent on the aspect of literacy being measured and the timepoint. Overall, the most important predictor of literacy skill in grade 2 was earlier literacy skills, followed by letter knowledge and RAN. Phonological awareness was less important than RAN, and oral language skills (i.e., vocabulary, grammar comprehension) were least important. The implications of these findings for the understanding of cognitive mechanisms of literacy acquisition and for early detection of literacy difficulties are discussed.
	Keyword: Broader language skills; Double-deficit hypothesis; Early reading development; Letter-sound knowledge; Naming speed; Orthographic consistency; Phoneme awareness; Phonological awareness; Regular orthography; Short-term memory
	URL: https://doi.org/10.1002/rrq.116 http://hdl.handle.net/10468/11615
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6	Influencia de la velocidad de nombramiento en el inicio de la lectura
	Marí Sanmillán, María Isabel; Gil Llario, María Dolores; Ceccato, Roberta. - : Asociación INFAD y Universidad de Extremadura, 2014
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7	A model of phonological processing, language, and reading for students with mild intellectual disability
	Sevcik, Rose; Barker, R. Michael; Romski, Mary Ann...
	In: Psychology Faculty Publications (2013)
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8	Bilingual processing of ASL-English code-blends: the consequences of accessing two lexical representations simultaneously
	Petrich, Jennifer; Emmorey, Karen; Gollan, Tamar H.
	In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 67 (2012) 1, 199-210
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9	Computational evidence that frequency trajectory theory does not oppose but emerges from age-of-acquisition theory
	Ferrand, Ludovic; Bonin, Patrick; Paindavoine, Michel...
	In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 36 (2012) 8, 1499-1531
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10	Indicators of mathematical skill . . . VOCABULARY KNOWLEDGE
	Matthew E. Foster. - 2012
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11	Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge
	Foster, Matthew E
	In: Psychology Theses (2012)
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12	Los hábitos lectores familiares en el inicio de la lectura: RAN y otros procesos ; Family reading habits in beginning reading: RAN and other processes
	Marí Sanmillán, María Isabel; Gil Llario, María Dolores; Ceccato, Roberta. - : Universidad de Extremadura, 2012. : Asociación INFAD, 2012
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13	Where does the delay in L2 picture naming come from? Psycholinguistic and neurocognitive evidence on second language word production
	Indefrey, Peter; Davidson, Douglas J.; Hanulová, Jana
	In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 26 (2011) 7, 902-934
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14	國小一年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in First Grade
	李欣怡; Li Hsin-i. - 2011
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15	國小三年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in Third Grade
	黃淑怡; Huang Shu-Yi. - 2011
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16	國小二年級學童閱讀流暢表現之相關研究 ; A Correlational Study on the Oral Reading Fluency of Children in Second Grade
	許燕妮; Hsu Yen-ni. - 2011
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17	Naming Speed, Letter-Sound Automaticity, and Acquiring Blending Skills among Students with Moderate Intellectual Disabilities
	Davis, Dawn
	In: Communication Sciences and Disorders Dissertations (2011)
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18	Leselernsimulationsverfahren
	Steinmetz, Gerhild. - 2011
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19	Impaired reading comprehension in schizophrenia: Evidence for underlying phonological processing deficits
	Arnott, Wendy; Sali, Lauren; Copland, David. - : Elsevier Ireland, 2011
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20	Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables
	Barker, Robert Michael
	In: Psychology Dissertations (2010)
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