Catherine Christo|Jack E. Davis
Rapid Naming and Phonological Processing as Predictors of Reading and Spelling
California State University, Sacramento|California State University, East Bay
study examined relationships cognitive processes rapid naming phonological processing various literacy skills variables measured used analysis phonological processing rapid naming reading comprehension isolated nonsense word reading spelling data collected 65 secondtofifth grade children referred learning difficulties regression analysis performed determine cognitive processes strongest predictor literacy skills measured rapid naming found stronger predictor word reading reading comprehension spelling phonological processing measure decoding skills included predictor found account variance word reading spelling implications results assessing designing interventions reading disabled children discussed well need investigate double deficit hypothesis