Abstract
In this study the differential relationships of phonological awareness and rapid naming (serial and discrete) with reading accuracy and speed were examined. Participants were 52 Dutch second grade children. Measures of phonological awareness, serial rapid naming (objects and digits) and discrete rapid digit naming were administered. Also, various aspects of reading ability were measured: reading accuracy and speed for words and nonwords, and text reading fluency. The results indicated that second grade Dutch children were not fully accurate readers. A clear dissociation was found between phonological awareness and serial rapid naming, the former being mainly related to reading accuracy and the latter to reading speed. However, both were related to text reading fluency. A dissociation was also observed between serial and discrete rapid digit naming. The latter was particularly associated with word reading speed. The implications for the interpretation of cross-linguistic studies on the correlates of reading are discussed.
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