Abstract
The aim of the present paper was to investigate the influence of phonological encoding (PE) and rapid automatized naming (RAN) on word reading and word spelling in Turkish. Seventy-seven students attending Grade 3 and Grade 4 participated in the study. Tests of word reading, word spelling (dictation), PE and RAN were administered in order to examine the relationships among the variables. The results showed that both RAN and PE were significant predictors of word reading and word spelling above and beyond grade level. Correlational analyses revealed that as the grade level increased, RAN demonstrated stronger correlations with word reading and word spelling while the influence of PE on these two measures tended to decrease. The findings are discussed in terms of the development of phonological and orthographic processing with reference to the transparent orthography of the Turkish language.
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