Students’ performance in phonological awareness, rapid naming, reading, and writing*

students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.

from Pró-Fono Revista de Atualização Científica

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