Abstract
Researcher used digit naming tests to identify 46 first-grade slow naming students (SN), whose naming time for digits were below the lowest 5% in the population, in their first week of schooling. A matched group of 46 regular students were selected based on gender, IQ, and SES. Three years later, when students were in third grade, reading-related tests were administered to examine the differences between the two groups. The major findings are summarised as follows: (a) The SN group lagged behind their counterparts on all dependent variables such as tone awareness, phonological awareness, Chinese characters recognition, reading comprehension, and reading achievement. (b) In the SN group, but not in the control group, the naming speeds measured in our naming tests negatively correlated with reading-related abilities. (c) Again, only in SN group, the regression analysis indicated that the naming speeds were good predictors of Chinese character recognition and reading achievement, whereas phonological awareness, a valid predictor of reading comprehension. Implications and suggestions for future research were provided.
| Keywords: | rapid automatized naming; phonological awareness; reading comprehension |
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