Relationship between naming speed, cognitive processes and decoding skills in normal readers in primary education

  1. Alfredo E. Ramos-Tresguerres 1
  2. Rebeca Cerezo 2
  3. Débora Areces 2
  4. Celestino Rodríguez 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Aldizkaria:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Argitalpen urtea: 2021

Alea: 33

Zenbakia: 3

Orrialdeak: 486-504

Mota: Artikulua

DOI: 10.1080/11356405.2021.1949110 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Culture and Education, Cultura y Educación

Garapen Iraunkorreko Helburuak

Laburpena

Learning to read is a complex challenge during childhood, so being aware of the processes that facilitate it is essential. Decoding skills, naming speed and their relationship to reading difficulties are part of these processes. This study aims to ascertain whether there is a relationship between naming speed, cognitive variables (processing speed and working memory) and decoding skills. The sample was made up of 42 students in the first, second, third and fourth years of primary education (62% males and 38% females) between the ages of six and 10. Hierarchical regression models showed that naming times significantly predict reading pseudo-words, while no significant relationship was found with cognitive variables. The usefulness of naming tasks is shown to be a good early predictor of reading, while no direct relationship between naming times and cognitive variables is detected.

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