Increasing the naming speed of poor readers: representations formed across repetitions

Article Abstract:

Researchers of the McMaster University used three experiments to study the effect of repetition practice on the acquisition, retention, and generalization of childern's speed in naming visually presented words. Naming speed increased with practice. The rate at which naming gains were acquired and the amount of forgetting was not linked to orthographic to phonological concordance among the trained words.

Memory in children, Children's memory

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Fast and slow namers: Benefits of segmentation and whole word training

Article Abstract:

Poor readers in Grade 2 were categorized, based on their performance on a Rapid Automatized Naming (RAN) task, into fast and slow namer groups. The groups were taught to read words using different training regimes, and it was found that the slow namers acquired the words more slowly, irrespective of training condition, and were at a particular disadvantage when trained with word-level units.

Language and languages, Reading

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Word acquisition, retention, and transfer: findings from contextual and isolated word training

Article Abstract:

The influence of quality of reading training imparted to children on their ability to acquire, retain and transfer the words is analyzed.

Canada, Science & research, Word (Linguistics), Words, Word recognition, Language skills

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