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Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities

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Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.

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Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children.

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Phonological Processes in Literacy

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Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.

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Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children

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Naming Speed and Reading: The Contribution of the Cognitive Neurosciences

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Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle.

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The influence of orthography on readers' conceptualization of the phonemic structure of words

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Naming speed deficits in reading disability: Multiple measures of a singular process

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Learning to Read: The Role of Short-Term Memory and Phonological Skills

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Prediction of reading disability from familial and individual differences.

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Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis

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Processing speed, naming speed, and reading.

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Selective Predictive Value of Rapid Automatized Naming in Poor Readers

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Tracing symbol naming speed's unique contributions to reading disabilities over time

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The Relationship of Phonological Awareness, Rapid Naming, and Verbal Memory to Severe Reading and Spelling Disability

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Seven-year longitudinal study of the early prediction of reading achievement.

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Comparison of the Effects of IQ Control Methods on Memory and Naming Speed Predictors of Reading Disability

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The Role of Working Memory in Reading Disability

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Sex Differences in Dyslexia

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Text Reading and Rereading: Determinants of Fluency beyond Word Recognition

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Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second-Grade Children

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Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families

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Counting Rate, Naming Rate, Phonological Sensitivity, and Memory Span: Major Factors in Dyslexia

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Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second-Grade Children

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Evidence for phonological processing deficits in less-skilled readers

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The Prediction of Good and Poor Reading Before Kindergarten Entry

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Serial rapid naming skills in children with reading disabilities

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Sex Differences in Dyslexia

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SLOW STARTERS AND LONG‐TERM BACKWARD READERS: A REPLICATION AND EXTENSION

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The (artefactual) remission of reading disability: Psychometric lessons in the study of stability and change in behavioral development.

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