Evidence that rapid naming skill is associated with reading ability has become increasingly
prevalent in recent years. However, there is considerable variation in the literature …

We summarize some of the most important findings from research evaluating the
hypothesized causes of specific reading disability ('dyslexia') over the past four decades …

This article highlights key findings from the small body of research on mathematics
difficulties (MD) relevant to early identification and early intervention. The research …

Children's symbolic number sense was examined at the beginning of first grade with a short
screen of competencies related to counting, number knowledge, and arithmetic operations …

There is considerable focus in public policy on screening children for reading difficulties.
Sixty years of research have not resolved questions of what constructs assessed in …

Considerable attention and legislation are currently focused on developmental dyslexia. A
major challenge to these efforts is how to define and operationalize dyslexia. In this article …

Current theoretical interpretations of naming speed and the research literature on its relation
to reading are reviewed in this article. The authors examine naming speed's effects across …

This article investigates how well kindergarten phonological awareness (PA) and naming
speed (NS) account for reading development to Grade 5. The authors use regression …

Approximately 5% of all public school students are identified as having a learning disability
(LD). LD is not a single disorder, but includes disabilities in any of seven areas related to …

The present study explored whether different executive control and speed measures
(working memory, inhibition, processing speed, and naming speed) independently predict …