{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,30]],"date-time":"2026-10-30T20:13:39Z","timestamp":1793391219006,"version":"4.5.0"},"reference-count":48,"publisher":"Springer Science and Business Media LLC","issue":"2","license":[{"start":{"date-parts":[[2014,5,7]],"date-time":"2014-05-07T00:00:00Z","timestamp":1399420800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2014,7]]},"DOI":"10.1007\/s11881-014-0091-6","type":"journal-article","created":{"date-parts":[[2014,5,6]],"date-time":"2014-05-06T19:11:59Z","timestamp":1399403519000},"page":"151-165","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":53,"title":["RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention"],"prefix":"10.1007","volume":"64","author":[{"given":"Ulrika","family":"Wolff","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2014,5,7]]},"reference":[{"key":"91_CR1","doi-asserted-by":"crossref","first-page":"47","DOI":"10.2307\/1511190","volume":"25","author":"J:H Allor","year":"2002","unstructured":"Allor, J.:. H. (2002). The relationship of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly, 25, 47\u201357.","journal-title":"Learning Disability Quarterly"},{"key":"91_CR2","doi-asserted-by":"crossref","first-page":"69","DOI":"10.1007\/BF01026919","volume":"5","author":"PG Bowers","year":"1993","unstructured":"Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5, 69\u201385.","journal-title":"Reading and Writing"},{"key":"91_CR3","doi-asserted-by":"crossref","first-page":"155","DOI":"10.1002\/9780470757642.ch9","volume-title":"The science of reading: a handbook","author":"JA Bowey","year":"2005","unstructured":"Bowey, J. A. (2005). Predicting individual differences in learning to read. In M. J. Snowling & C. Hulme (Eds.), The science of reading: a handbook (pp. 155\u2013172). Oxford: Blackwell."},{"key":"91_CR4","doi-asserted-by":"crossref","first-page":"155","DOI":"10.1037\/0033-2909.112.1.155","volume":"112","author":"J Cohen","year":"1992","unstructured":"Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155\u2013159.","journal-title":"Psychological Bulletin"},{"key":"91_CR5","doi-asserted-by":"crossref","first-page":"225","DOI":"10.1037\/0022-0663.95.2.225","volume":"95","author":"D Compton","year":"2003","unstructured":"Compton, D. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225\u2013239.","journal-title":"Journal of Educational Psychology"},{"key":"91_CR6","doi-asserted-by":"crossref","first-page":"91","DOI":"10.1007\/s11145-009-9202-x","volume":"24","author":"NJ Conrad","year":"2011","unstructured":"Conrad, N. J., & Levy, B. A. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing: An Interdisciplinary Journal, 24, 91\u2013115.","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"key":"91_CR7","first-page":"1","volume":"45","author":"V Cronin","year":"2011","unstructured":"Cronin, V. (2011). Ran and double deficit theory. Journal of Learning Disabilities, 45, 1\u20139.","journal-title":"Journal of Learning Disabilities"},{"key":"91_CR8","doi-asserted-by":"crossref","first-page":"29","DOI":"10.1007\/s11881-999-0018-9","volume":"49","author":"MB Denckla","year":"1999","unstructured":"Denckla, M. B., & Cutting, L. E. (1999). History and significance of rapid automatized naming. Annals of Dyslexia, 49, 29\u201342.","journal-title":"Annals of Dyslexia"},{"key":"91_CR9","doi-asserted-by":"crossref","first-page":"164","DOI":"10.1016\/S0010-9452(72)80016-9","volume":"8","author":"MB Denckla","year":"1972","unstructured":"Denckla, M. B., & Rudel, R. G. (1972). Color-naming in dyslexic boys. Cortex, 8, 164\u2013176.","journal-title":"Cortex"},{"key":"91_CR10","doi-asserted-by":"crossref","first-page":"186","DOI":"10.1016\/S0010-9452(74)80009-2","volume":"10","author":"MB Denckla","year":"1974","unstructured":"Denckla, M. B., & Rudel, R. G. (1974). Rapid \u201cautomatized\u201d naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186\u2013202.","journal-title":"Cortex"},{"key":"91_CR11","doi-asserted-by":"crossref","first-page":"65","DOI":"10.1007\/s11881-004-0004-1","volume":"54","author":"PF Jong de","year":"2004","unstructured":"de Jong, P. F., & Vrielink, L. O. (2004). Rapid Automatic Naming: easy to measure, hard to improve (quickly). Annals of Dyslexia, 54, 65\u201388.","journal-title":"Annals of Dyslexia"},{"key":"91_CR12","unstructured":"Elley, W.B. (1992). How in the world do students read? The Hague, the Netherlands: The international Association for the Evaluation of Educational Achievement."},{"key":"91_CR13","volume-title":"STREAMS 3.0 User\u2019s Guide","author":"J-E Gustafsson","year":"2005","unstructured":"Gustafsson, J.-E., & Stahl, P. A. (2005). STREAMS 3.0 User\u2019s Guide. M\u00f6lndal, Sweden: MultivariateWare."},{"key":"91_CR14","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1080\/10705519909540118","volume":"6","author":"L Hu","year":"1999","unstructured":"Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structure Equation Modelling, 6, 1\u201355.","journal-title":"Structure Equation Modelling"},{"key":"91_CR15","volume-title":"L\u00e4skedjor [The word chain test]","author":"C Jacobson","year":"2001","unstructured":"Jacobson, C. (2001). L\u00e4skedjor [The word chain test]. Stockholm: Psykologif\u00f6rlaget."},{"key":"91_CR16","volume-title":"DLS, Diagnostiskt material f\u00f6r analys av l\u00e4s- och skrivf\u00f6rm\u00e5ga.[Diagnostic material for analyses of reading and writing abilities]","author":"B J\u00e4rpsten","year":"1999","unstructured":"J\u00e4rpsten, B. (1999). DLS, Diagnostiskt material f\u00f6r analys av l\u00e4s- och skrivf\u00f6rm\u00e5ga.[Diagnostic material for analyses of reading and writing abilities]. Stockholm: Hogrefe Psykologif\u00f6rlaget."},{"key":"91_CR17","doi-asserted-by":"crossref","first-page":"341","DOI":"10.1598\/RRQ.45.3.4","volume":"45","author":"J Kirby","year":"2010","unstructured":"Kirby, J., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341\u2013362.","journal-title":"Reading Research Quarterly"},{"key":"91_CR18","doi-asserted-by":"crossref","first-page":"453","DOI":"10.1037\/0022-0663.95.3.453","volume":"95","author":"J Kirby","year":"2003","unstructured":"Kirby, J., Parrila, R., & Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453\u2013464.","journal-title":"Journal of Educational Psychology"},{"key":"91_CR19","doi-asserted-by":"crossref","first-page":"150","DOI":"10.1037\/0022-0663.100.1.150","volume":"100","author":"K Landerl","year":"2008","unstructured":"Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of Educational Psychology, 100, 150\u2013161.","journal-title":"Journal of Educational Psychology"},{"key":"91_CR20","doi-asserted-by":"crossref","first-page":"764","DOI":"10.1037\/a0014132","volume":"45","author":"A Lerv\u00e5g","year":"2009","unstructured":"Lerv\u00e5g, A., Br\u00e5ten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764\u2013781.","journal-title":"Developmental Psychology"},{"key":"91_CR21","doi-asserted-by":"crossref","first-page":"1040","DOI":"10.1111\/j.1467-9280.2009.02405.x","volume":"20","author":"A Lerv\u00e5g","year":"2009","unstructured":"Lerv\u00e5g, A., & Hulme, C. (2009). Rapid Automatized Naming (RAN) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science, 20, 1040\u20131048.","journal-title":"Psychological Science"},{"key":"91_CR22","volume-title":"Vilken bild \u00e4r r\u00e4tt? [Which picture is the correct alternative?]","author":"I Lundberg","year":"2001","unstructured":"Lundberg, I. (2001). Vilken bild \u00e4r r\u00e4tt? [Which picture is the correct alternative?]. Stockholm: Natur och Kultur."},{"key":"91_CR23","doi-asserted-by":"crossref","first-page":"361","DOI":"10.1007\/s11881-006-0016-0","volume":"56","author":"I Lundberg","year":"2006","unstructured":"Lundberg, I., & Sterner, G. (2006). Reading, arithmetic, and task orientation\u2014how are they related? Annals of Dyslexia, 56, 361\u2013377.","journal-title":"Annals of Dyslexia"},{"key":"91_CR24","doi-asserted-by":"crossref","first-page":"322","DOI":"10.1037\/a0026744","volume":"138","author":"M Melby-Lerv\u00e5g","year":"2012","unstructured":"Melby-Lerv\u00e5g, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138, 322\u2013352.","journal-title":"Psychological Bulletin"},{"key":"91_CR25","doi-asserted-by":"crossref","first-page":"181","DOI":"10.1006\/nimg.1999.0450","volume":"10","author":"CJ Moore","year":"1999","unstructured":"Moore, C. J., & Price, C. J. (1999). Three distinct ventral occipitotemporal regions for reading and object naming. NeuroImage, 10, 181\u2013192.","journal-title":"NeuroImage"},{"key":"91_CR26","volume-title":"Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction","author":"National Reading Panel","year":"2000","unstructured":"National Reading Panel. (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institutes of Child Health and Human Development."},{"key":"91_CR27","doi-asserted-by":"crossref","unstructured":"Parrila, R., Kirby, J., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3\u201326.","DOI":"10.1207\/s1532799xssr0801_2"},{"key":"91_CR28","doi-asserted-by":"crossref","first-page":"129","DOI":"10.1111\/j.2044-8295.1983.tb01849.x","volume":"74","author":"D Perin","year":"1983","unstructured":"Perin, D. (1983). Phonemic segmentation and spelling. British Journal of Psychology, 74, 129\u2013144.","journal-title":"British Journal of Psychology"},{"key":"91_CR29","doi-asserted-by":"crossref","first-page":"643","DOI":"10.1016\/j.neuroimage.2005.07.044","volume":"29","author":"CJ Price","year":"2006","unstructured":"Price, C. J., McCrory, E., Noppeney, U., Mechelli, A., Moore, C. J., Biggio, N., et al. (2006). How reading differs from object naming at the neuronal level. NeuroImage, 29, 643\u2013648.","journal-title":"NeuroImage"},{"key":"91_CR30","doi-asserted-by":"crossref","unstructured":"Pugh, K. R., Mencl, E. W., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K., Constable, P. R., et al. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity within posterior cortex. Psychological Science, 11, 51\u201356.","DOI":"10.1111\/1467-9280.00214"},{"key":"91_CR31","doi-asserted-by":"crossref","first-page":"923","DOI":"10.1111\/j.1469-7610.2007.01763.x","volume":"48","author":"A Puolakanaho","year":"2007","unstructured":"Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Lepp\u00e4nen, P., Poikkeus, A.-M., et al. (2007). Very early phonological and language skills: estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48, 923\u2013931.","journal-title":"Journal of Child Psychology and Psychiatry"},{"key":"91_CR32","volume-title":"The study of dyslexia","author":"JP Rack","year":"2004","unstructured":"Rack, J. P. (2004). Review of Research on Effective Intervention. In M. Turner & J. Rack (Eds.), The study of dyslexia. New York: Kluver."},{"key":"91_CR33","volume-title":"Standard progressive matrices. Including the parallel and plus versions","author":"J Raven","year":"2000","unstructured":"Raven, J., Raven, J. C., & Court, J. H. (2000). Standard progressive matrices. Including the parallel and plus versions. Oxford: Oxford Psychologist Press."},{"key":"91_CR34","doi-asserted-by":"crossref","first-page":"143","DOI":"10.1348\/000712603321661859","volume":"94","author":"PHK Seymour","year":"2003","unstructured":"Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143\u2013174.","journal-title":"British Journal of Psychology"},{"key":"91_CR35","doi-asserted-by":"crossref","first-page":"893","DOI":"10.1016\/j.paid.2006.09.017","volume":"42","author":"J Steiger","year":"2007","unstructured":"Steiger, J. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42, 893\u2013898.","journal-title":"Personality and Individual Differences"},{"key":"91_CR36","doi-asserted-by":"crossref","first-page":"89","DOI":"10.1007\/s11881-004-0005-0","volume":"54","author":"V Thaler","year":"2004","unstructured":"Thaler, V., Ebner, E. M., Wimmer, H., & Landerl, K. (2004). Training reading fluency in dysfluent readers with high reading accuracy: word specific effects but low transfer to untrained words. Annals of Dyslexia, 54, 89\u2013113.","journal-title":"Annals of Dyslexia"},{"key":"91_CR37","doi-asserted-by":"crossref","first-page":"521","DOI":"10.1002\/9780470757642.ch27","volume-title":"The science of reading","author":"JK Torgesen","year":"2005","unstructured":"Torgesen, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In C. Hulme & M. Snowling (Eds.), The science of reading (pp. 521\u2013537). Oxford: Blackwell."},{"key":"91_CR38","doi-asserted-by":"crossref","first-page":"33","DOI":"10.1177\/002221940103400104","volume":"34","author":"JK Torgesen","year":"2001","unstructured":"Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33\u201358.","journal-title":"Journal of Learning Disabilities"},{"key":"91_CR39","doi-asserted-by":"crossref","first-page":"276","DOI":"10.1177\/002221949402700503","volume":"27","author":"JK Torgesen","year":"1994","unstructured":"Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276\u2013286.","journal-title":"Journal of Learning Disabilities"},{"key":"91_CR40","doi-asserted-by":"crossref","first-page":"383","DOI":"10.1080\/10888430903162894","volume":"13","author":"PF Vadasy","year":"2009","unstructured":"Vadasy, P. F., & Sanders, E. A. (2009). Supplemental fluency intervention and determinants of reading outcomes. Scientific Studies of Reading, 13, 383\u2013425.","journal-title":"Scientific Studies of Reading"},{"key":"91_CR41","doi-asserted-by":"crossref","first-page":"202","DOI":"10.1016\/j.jecp.2008.12.004","volume":"103","author":"A Vaessen","year":"2009","unstructured":"Vaessen, A., Gerretsen, P., & Blomert, L. (2009). Naming problems do not reflect a second independent core deficit in dyslexia: double deficits explored. Journal of Experimental Child Psychology, 103, 202\u2013221.","journal-title":"Journal of Experimental Child Psychology"},{"key":"91_CR42","doi-asserted-by":"crossref","first-page":"827","DOI":"10.1037\/a0019465","volume":"102","author":"A Vaessen","year":"2010","unstructured":"Vaessen, A., Bertrand, D., T\u00f3th, D., Cs\u00e9pe, V., Fa\u00edsca, L., Reis, A., et al. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102, 827\u2013842.","journal-title":"Journal of Educational Psychology"},{"key":"91_CR43","doi-asserted-by":"crossref","first-page":"415","DOI":"10.1037\/0022-0663.91.3.415","volume":"91","author":"M Wolf","year":"1999","unstructured":"Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415\u2013438.","journal-title":"Journal of Educational Psychology"},{"key":"91_CR44","doi-asserted-by":"crossref","first-page":"322","DOI":"10.1177\/002221940003300404","volume":"33","author":"M Wolf","year":"2000","unstructured":"Wolf, M., & Bowers, P. (2000). The question of naming-speed deficits in developmental reading disability: an introduction to the Double-Deficit Hypothesis. Journal of Learning Disabilities, 33, 322\u2013324.","journal-title":"Journal of Learning Disabilities"},{"key":"91_CR45","doi-asserted-by":"crossref","first-page":"73","DOI":"10.1080\/10349120802682083","volume":"56","author":"U Wolff","year":"2009","unstructured":"Wolff, U. (2009). Phonological and surface subtypes among university students with dyslexia. International Journal of Disability, Development and Education, 56, 73\u201390.","journal-title":"International Journal of Disability, Development and Education"},{"key":"91_CR46","volume-title":"Lilla Duvan. Dyslexiscreening f\u00f6r \u00e5rskurs 3, 5 och 7. [Dyslexia screening tests for grades 3, 5 and 7.]","author":"U Wolff","year":"2010","unstructured":"Wolff, U. (2010). Lilla Duvan. Dyslexiscreening f\u00f6r \u00e5rskurs 3, 5 och 7. [Dyslexia screening tests for grades 3, 5 and 7.]. Stockholm: Hogrefe Psykologif\u00f6rlaget."},{"key":"91_CR47","doi-asserted-by":"crossref","first-page":"295","DOI":"10.1002\/dys.438","volume":"17","author":"U Wolff","year":"2011","unstructured":"Wolff, U. (2011). Effects of a randomised reading intervention study: an application of structural equation modelling. Dyslexia: An International Journal of Research and Practice, 17, 295\u2013311.","journal-title":"Dyslexia: An International Journal of Research and Practice"},{"key":"91_CR48","doi-asserted-by":"crossref","first-page":"324","DOI":"10.1007\/s11881-003-0015-3","volume":"53","author":"U Wolff","year":"2003","unstructured":"Wolff, U., & Lundberg, I. (2003). A technique for group screening of dyslexia among adults. Annals of Dyslexia, 53, 324\u2013339.","journal-title":"Annals of Dyslexia"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-014-0091-6.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1007\/s11881-014-0091-6\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-014-0091-6","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2019,6,1]],"date-time":"2019-06-01T23:38:29Z","timestamp":1559432309000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/s11881-014-0091-6"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2014,5,7]]},"references-count":48,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2014,7]]}},"alternative-id":["91"],"URL":"https:\/\/doi.org\/10.1007\/s11881-014-0091-6","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2014,5,7]]}}}