Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Anxiety | 1 |
| Cognitive Processes | 1 |
| Decoding (Reading) | 1 |
| Elementary School Students | 1 |
| Foreign Countries | 1 |
| Models | 1 |
| Naming | 1 |
| Reading Achievement | 1 |
| Reading Comprehension | 1 |
| Reading Difficulties | 1 |
| Word Recognition | 1 |
| More ▼ | |
Source
| Journal of Learning… | 1 |
Author
| Georgiou, George K. | 1 |
| Mouzaki, Angeliki | 1 |
| Sideridis, Georgios D. | 1 |
| Simos, Panagiotis | 1 |
| Stamovlasis, Dimitrios | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Greece | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSideridis, Georgios D.; Simos, Panagiotis; Mouzaki, Angeliki; Stamovlasis, Dimitrios; Georgiou, George K. – Journal of Learning Disabilities, 2019
The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis.…
Descriptors: Naming, Reading Difficulties, Elementary School Students, Reading Comprehension
