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ERIC Number: EJ736739
Record Type: Journal
Publication Date: 2004-Dec
Pages: 34
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0736-9387
EISSN: N/A
Available Date: N/A
Relationships of Naming Skills to Reading, Memory, and Receptive Vocabulary: Evidence for Imprecise Phonological Representations of Words by Poor Readers
Fowler, Anne E.; Swainson, Brook
Annals of Dyslexia, v54 n2 p247-280 Dec 2004
The main hypotheses addressed in the research were (1) whether imprecision in the phonological representations of lexical items underlies the impaired expressive naming abilities of disabled readers, and (2) whether weak verbal memory might mediate the relationship between naming and reading skills. From samples of 93 first graders and 67 fourth graders, extreme groups of good and poor readers were identified and compared on measures of receptive vocabulary, expressive naming, acceptability judgments for variants of object names, imitation and correction of naming errors by another speaker, pseudoword repetition, and long-term memory. Performance was generally better by older than younger students and by good than poor readers at each age, with little interaction between grade and reader group. The results indicated that for both good and poor readers, imprecise phonological knowledge, especially about long words, contributed to children's difficulties on all naming tasks. Memory differences, however, appeared to play only a minor role in explaining the strong association between naming and reading. (Contains 4 tables and 2 figures.)
The International Dyslexia Association. 8600 LaSalle Road, Chester Bldg. Ste 382, Baltimore, MD 21286. Tel: 410-296-0232; Fax: 410-321-5069; Web site: http://www.interdys.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A