This thesis is a thorough investigation of relationships between rapid automatised naming (RAN), orthographic knowledge, speed of processing, and literacy: We examined both types of RAN, purer measures of orthographic knowledge, various speed, fluency, and efficiency measures, reading accuracy and efficiency, and spelling. In older children, there was a shared contribution of RAN types when predicting orthographic knowledge and literacy and a significant relationship between word specific (but not generic) orthographic knowledge, alphanumeric RAN, and literacy. Finally, measures of Acquired Knowledge Fluency and Performance Fluency mediated the RAN-literacy and RAN-orthographic knowledge relationships with significant implications for research and intervention.
|Qualification||Doctor of Philosophy|
|Award date||27 Nov 2017|
|Publication status||Unpublished - 2017|