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The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
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Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
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Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
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Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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Writing Quality in Chinese Children: Speed and Fluency Matter
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Rapid serial naming and reading ability: the role of lexical access
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Abstract:
Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3246275 https://doi.org/10.1007/s11145-009-9199-1 http://www.ncbi.nlm.nih.gov/pubmed/22215934
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Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
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