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1	Rapid automatized naming and reading performance: a meta-analysis
	Petersson, Karl Magnus; Araújo, Susana; Faisca, Luis; Reis, Alexandra. - : American Psychological Association, 2015
	Abstract: Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
	Keyword: Children; Component processes; Developmental dyslexia; Double deficit hypothesis; Meta-analysis; Moderators; Orthographic consistency; Phonological awareness; Poor readers; Processing speed; Publication bias; Rapid naming; Reading; Regular orthography
	URL: https://doi.org/10.1037/edu0000006 http://hdl.handle.net/10400.1/11153
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2	Preschool predictors of early literacy acquisition in German-speaking children
	Fricke, Silke; Szczerbinski, Marcin; Fox-Boyer, Annette. - : John Wiley & Sons, Inc., 2015
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3	A taxometric investigation of developmental dyslexia subtypes. Dyslexia
	Beth A. O’brien; Maureen Lovett; Maryanne Wolf...
	In: https://www.researchgate.net/profile/Maureen_Lovett/publication/237775489_An_Investigation_of_Subtypes_of_Developmental_Dyslexia_using_Taxometric_Classification/links/53fcadd70cf22f21c2f3f54c.pdf (2012)
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4	The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles
	Stern, Susan K
	In: Psychology Theses (2010)
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5	Timing is everything: Early identification and the Double Deficit Hypothesis
	Steacy, LAURA. - 2009
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6	Timing is everything: Early identification and the Double Deficit Hypothesis
	Steacy, Laura. - 2009
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7	The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading
	Wolf, Maryanne; Morris, Robin; Lovett, Maureen...
	In: Psychology Faculty Publications (2008)
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8	On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account
	Bowey, Judith A.; McGuigan, Michaela; Ruschena, Annette. - : Wiley-Blackwell Publishing, 2005
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