Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement

Benita A. Blachman

Research output: Contribution to journalArticlepeer-review

158 Scopus citations

Abstract

34 kindergartners and 34 1st graders completed a series of measures including the McCarthy Scales of Children's Abilities and the WRAT. Language analysis tasks (segmentation and rhyming) and rapid automatized naming tasks (objects, colors, and letters) were found to tap different components of linguistic processing in both kindergarten and 1st-grade Ss. In kindergarten, rapid naming of colors was significantly related to 5 of 6 reading measures, whereas rapid naming of objects, syllable segmentation, and rhyming were related to at least 3 of the 6. In the 1st grade, rapid naming of letters and phoneme segmentation were significantly related to all 3 measures of 1st-grade reading achievement. Ss who could analyze letter names (as indicated by speed on the letter naming task) were more likely to be among the better readers at the end of the 1st grade. (66 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)610-622
Number of pages13
JournalJournal of Educational Psychology
Volume76
Issue number4
DOIs
StatePublished - Aug 1 1984

Keywords

  • language analysis skills & rapid naming ability, 1st grade reading achievement, kindergartners & 1st graders

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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