The authors report a systematic meta-analytic review of the relationships among 3 of the
most widely studied measures of children's phonological skills (phonemic awareness, rime …

The ability to construct meaning from texts is the core of reading. We report a meta-analysis
and a systematic review of 64 longitudinal studies tracing the development of reading …

Across multiple schools and sites, the impact of grade-at-intervention was evaluated for
children at risk or meeting criteria for reading disabilities. A multiple-component reading …

We report a longitudinal study investigating the predictors of reading comprehension and
word reading accuracy between the ages of 7 to 8 (UK Year 3) and 10 to 11 years (Year 6) …

In this paper, we survey current evidence on cognitive precursors of reading in different
orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol …

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 accessible text brings together research on word reading and comprehension
development, which are often treated separately, and provides a comprehensive and …

Previous studies have shown that rapid automatized naming (RAN) is a correlate of early
reading skills; however, the interpretation of this finding remains controversial. We present …

Very few studies have directly compared reading acquisition across different orthographies.
The authors examined the concurrent and longitudinal predictors of word decoding and …

In this study, the relationship between latent constructs of phonological awareness (PA) and
rapid automatized naming (RAN) was investigated and related to later measures of reading …