Rauno Parrila

TL;DR: The authors investigated how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to grade 5 and found that children with weak PA and slow NS were most likely to develop reading difficulties by grade 5, followed by children with slow NS alone.

TL;DR: This article examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in a orthographically consistent language (Greek).

TL;DR: This paper investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3, and concluded that it has important roles in word reading and reading comprehension, and suggest that it should be included more frequently in assessments and instruction.

TL;DR: This article examined how measures of articulation rate, verbal short-term memory (STM), naming speed, and phonological awareness tasks administered in kindergarten and again in Grade 1 jointly and uniquely predict word reading and passage comprehension variance in Grades 1, 2, and 3.

TL;DR: In this paper, the authors examined naming speed's effects across languages and the shape of its relationship to reading and concluded that early identification would be improved by the inclusion of naming speed measures, and that poor response to instruction of students who have slow naming speed should be considered when designing interventions.