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Peer reviewedNeuhaus, Graham F.; Swank, Paul R. – Journal of Learning Disabilities, 2002
First grade students (n=221) were tested on measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automated naming (RAN) of letters and objects, and reading. Findings indicated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of…
Descriptors: Alphabets, Beginning Reading, Cognitive Processes, Grade 1
