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Relations of digit naming speed with three components of reading

Published online by Cambridge University Press:  28 November 2008

Carl Spring  and
John M. Davis
Carl Spring*
Affiliation:
University of California, Davis
John M. Davis
Affiliation:
University of California, Davis
*
Carl Spring, Department of Education, University of California, Davis, CA 95616
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Abstract

The goal of the present investigation was to identify the reading processes that are impaired in children whose digit naming speeds are slow. Continuous digit naming speed was assumed to measure the automaticity with which character codes may be accessed in memory, and the automaticity of this process was assumed to be a prerequisite for the accurate performance of higher level reading processes. In Study I it was found, for children in grades 1 through 3, that digit naming speed was reliably correlated with reading of both irregularly spelled words and pronounceable nonsense words, and that most of the variance shared by irregular-word and nonsense-word reading was accounted for by digit naming speed. These results were interpreted as evidence that character-identification automaticity is equally important to the direct-access and speech-recoding routes of word recognition. Models of how character-identification automaticity might affect each of these routes are discussed. In Study 2 it was found, for children in grades 4 through 10, that the correlation of digit naming speed with reading comprehension was significantly smaller than its correlation with word recognition, and that the former correlation was completely accounted for when either WISC-R verbal IQ or word-recognition accuracy was controlled. These results are contrasted with comparable results reported by other investigators, and methodological differences are noted.

Type
Articles
Information
Applied Psycholinguistics , Volume 9 , Issue 4 , December 1988 , pp. 315 - 334
Copyright
Copyright © Cambridge University Press 1988

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