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Individual differences in RAN and reading: a response timing analysis

Abstract:

Thirty 8-11-year-old children were administered tests of rapid naming (RAN letters and digits) and reading-related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average...

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Publication status:
Published

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Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
Journal:
JOURNAL OF RESEARCH IN READING
Volume:
28
Issue:
2
Pages:
73-86
Publication date:
2005-05-05
DOI:
EISSN:
1467-9817
ISSN:
0141-0423
URN:
uuid:133463a1-d4a4-4b3a-9a48-adc1e3460467
Source identifiers:
379108
Local pid:
pubs:379108
Language:
English

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