The Critical but Transitory Importance of Letter Naming

Abstract

THIS STUDY tests the theoretical claim that letter naming involves processes which, if slow and awkward, obstruct the transitions through which novice readers ordinarily must pass. According to the theory, this effect should exist even for children who are able to name letters accurately. Also implied is a threshold level in letter-naming speed: Below the threshold, variations in letter-naming speed arise primarily from letter-specific faltering that disrupts reading; above it, from processes that are more general, but also less important to reading. Methodologically innovative data on letter-naming speed, object-naming speed, and letternaming accuracy were obtained from kindergarten and second-grade children in two schools. Reading achievement data from the end of the following school year were also obtained. For kindergarten children, but not for second-grade children, letter-naming speed was very strongly associated with subsequent progress in reading. In addition, one measure of later reading achievement had a curved, diminishing-returns relation to kindergarten children's letter-naming speed. The findings are consistent with the theoretical claims above, and inconsistent with several rival interpretations.