Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-19T06:40:48.484Z Has data issue: false hasContentIssue false
  • English
  • Français

Processing speed, exposure to print, and naming speed

Published online by Cambridge University Press:  01 June 1999

Robert Kail ,
Lynda K. Hall  and
Bradley J. Caskey
Robert Kail*
Affiliation:
Purdue University
Lynda K. Hall
Affiliation:
Ohio Wesleyan University
Bradley J. Caskey
Affiliation:
University of Wisconsin, River Falls
*
Robert Kail, Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The aim of the present research was to determine the role of reading-related experience and processing speed on the time it took for children to name familiar stimuli. A total of 168 children, aged 7 to 13, were administered measures of global processing speed, title and author recognition, naming time, and reading ability. Naming times were predicted by age-related change in processing time but not by reading experience (as assessed by author and title recognition). The results are discussed in terms of the factors responsible for the relation between naming speed and reading.

Type
Research Article
Information
Applied Psycholinguistics , Volume 20 , Issue 2 , June 1999 , pp. 303 - 314
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, L., Cipielewski, J., & Stanovich, K. E. (1992). Multiple indicators of children’s reading habits and attitudes: Construct validity and cognitive correlates. Journal of Educational Psychology, 84, 489–503.Google Scholar
Bowers, P. G. (1995). Tracing symbol naming speed’s unique contributions to reading disabilities over time. Reading and Writing, 7, 189–216.Google Scholar
Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms, and orthographic skill in dyslexia. Reading and Writing, 5, 69–85.Google Scholar
Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264–274.Google Scholar
Cunningham, A. E., & Stanovich, K. E. (1993). Children’s literacy environments and early word recognition subskills. Reading and Writing, 5, 193–204.Google Scholar
Horn, J. L. (1985). Remodeling old models of intelligence. In Wolman, B. B. (Ed.), Handbook of developmental psychology (pp. 267–300). New York: Prentice-Hall.Google Scholar
Kail, R. (1991). Developmental change in speed of processing during childhood and adolescence. Psychological Bulletin, 109, 490–501.Google Scholar
Kail, R. (1997). Phonological skill and articulation time independently contribute to the development of memory span. Journal of Experimental Child Psychology, 67, 57–68.Google Scholar
Kail, R., & Hall, L. K. (1994). Processing speed, naming speed, and reading. Developmental Psychology, 30, 949–954.Google Scholar
Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86, 199–225.Google Scholar
McBride-Chang, C., Manis, F. R., Seidenberg, M. S., Custodio, R. G., & Doi, L. M. (1993). Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers. Journal of Educational Psychology, 85, 230–238.Google Scholar
Spring, C., & Davis, J. M. (1988). Relations of digit naming speed with three components of reading. Applied Psycholinguistics, 9, 315–334.Google Scholar
Stanovich, K. E. (1981). Relationships between word decoding speed, general name-retrieval ability, and reading progress in first-grade children. Journal of Educational Psychology, 73, 809–815.Google Scholar
West, R. F., Stanovich, K. E., & Mitchell, H. R. (1993). Reading in the real world and its correlates. Reading Research Quarterly, 28, 35–50.Google Scholar
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1–33.Google Scholar
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123–141.Google Scholar
Wolf, M., & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42, 219–247.Google Scholar
Young, A., & Bowers, P. G. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428–454.Google Scholar