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Rapid serial naming and reading ability

Title: Rapid serial naming and reading ability: the role of lexical access.
Name(s): Logan, Jessica A R, author
Schatschneider, Christopher, author
Wagner, Richard K, author
Type of Resource: text
Genre: Text
Date Issued: 2011-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
Identifier: FSU_pmch_22215934 (IID), 10.1007/s11145-009-9199-1 (DOI), PMC3246275 (PMCID), 22215934 (RID), 22215934 (EID)
Grant Number: P50 HD052120, P50 HD052120-03
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Reading and writing.
Issue: iss. 1, vol. 24

Choose the citation style.
Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: the role of lexical access. Reading And Writing. Retrieved from