KORELACIJSKI UTICAJ FONOLOŠKIH SPOSOBNOSTI I BRZOG IMENOVANJA NA RAZVOJ ČITANJA
CORRELATIONAL IMPACT OF PHONOLOGICAL SKILLS AND RAPID NAMING ON READING DEVELOPMENT

Author(s): Emina Turnadžić, Silva Banović, Ajla Alić - Okanović
Subject(s): Phonetics / Phonology, Psycholinguistics, Cognitive Psychology, Developmental Psychology
Published by: CENTAR MODERNIH ZNANJA
Keywords: phonemic awareness; rapid naming; reading; pre-reading skills; early intervention;
Summary/Abstract: The aim of the study was to examine the correlational influence of phonological skills and rapid naming on reading development in children from the second to the fifth grade of primary school. The sample included 60 students, and phonemic awareness tasks (phonemic segmentation and phoneme deletion), rapid naming tests (pictures, colors, numbers, letters) and one-minute reading were used. The results show a significant correlation between rapid naming, phonemic awareness and reading ability. Older children achieve better results on all tasks, which indicates the development and consolidation of phonological skills with age. Analysis of variance confirms statistically significant differences between grades. The study emphasizes that pre-reading skills, including phonological awareness and rapid naming, represent a key foundation for the development of reading skills. Children who have not developed these skills should be included in speech therapy treatment to prevent possible later reading difficulties, including dyslexia. The results support previous research that emphasizes the importance of phonemic awareness and rapid naming as predictors of successful reading.

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