The Relationship Between Phonological Awareness and Naming Speed

The Relationship Between Phonological Awareness and Naming Speed in Preschool Children Rachel Davis Valdosta State University

Disclosure Statement No authors had any financial or non-financial conflicts of interest associated with the content of this presentation.

Introduction One of the main processes of single word reading is word recognition. Deficits in word reading lead to deficits in comprehension. As single word reading becomes more autonomic and fluent, more attention can be given to comprehension of what is being read

Introduction One of the strongest predictors of later reading success is phonological awareness (PA), skills associated with perceiving, manipulating, and evaluating the sounds in spoken language” (Skibbe, Gerde, Wright, & Samples-Steele, 2016). Naming speed is a more complex speed of processing ability. NS Screeners help identify those with dyslexia.

Purpose and Hypothesis

Methods Participants: 2 typically developing 4 yr/old male and female who had not yet begun kindergarten Phonological awareness: Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4) Naming speed: Arkansas Rapid Automatized Naming Screener (AR-RAN) Both tests were administered to each participant

Results (CELF-4) subtest for phonological awareness: Participant A: raw score = (15/30) Participant B: raw score = (22/40) Criterion score for age 5: 0 - 5: 5 = (>8). Rapid-automatized naming test, AR-RAN Participant A: time- 3: 36 total errors- 11 Participant B: time- 1: 46, total errors- 3

Conclusion Experimental question: Can a RAN screener be tested with children younger than kindergarten and does it have a relationship with phonological awareness at such a young age? Results indicate that a RAN screener using colors can be used and that it does it have a relationship with PA at the age of 4.

Relation of Data to Hypothesis This research has indicated to not support the hypothesis that a rapid-automatized naming screener used on children younger than kindergarten will not have a relationship with phonological awareness at such a young age.