TY - CONF

T1 - Naming, word identification and reading comprehension: Why is there a correlation, and what can it be used for?

AU - Poulsen, Mads

PY - 2014

Y1 - 2014

N2 - There is a well-established correlation between students’ reading skills and how quickly they can name letters and pictures. Naming speed before formal instruction can even predict later reading skills. But the cause of the correlation is unclear. The talk will summarize a series of studies showing that 1) what is being named (letters or pictures) is important for the correlation with different reading subskills (word identification or reading comprehension), 2) that naming is particularly useful in the prediction of reading speed, and 3) that naming is important for early identification of reading difficulties, but that the identification accuracy may pose practical challenges.

AB - There is a well-established correlation between students’ reading skills and how quickly they can name letters and pictures. Naming speed before formal instruction can even predict later reading skills. But the cause of the correlation is unclear. The talk will summarize a series of studies showing that 1) what is being named (letters or pictures) is important for the correlation with different reading subskills (word identification or reading comprehension), 2) that naming is particularly useful in the prediction of reading speed, and 3) that naming is important for early identification of reading difficulties, but that the identification accuracy may pose practical challenges.

M3 - Paper

T2 - Den Sjunde Nordiska Kongressen om Dyslexipedagogik

Y2 - 14 August 2014 through 16 August 2014

ER -