Albuquerque, C. P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing: An Interdisciplinary Journal, 25, 775-797. doi 10. 1007/s11145-011-9299-6.
Araújo, S., Pacheco, A., Faísca, L., & Petersson, K. M. (2010). Visual rapid naming and phonological abilities: Different subtypes in dyslexic children. International Journal of Psychology, 45, 443-452. doi: 10.1080/00207594.2010.499949
Bacelar do Nascimento, M. F., Casteleiro, J. M., Marques, M. L. G., Barreto, F., Amaro, R., & Veloso, R. (2005). Corlex: Léxico multifuncional computorizado do Português contemporâneo [lmcpc_dec.txt] (Computorized multifunctional lexic of contemporary Portuguese). Available from Centro de Linguística da Universidade de Lisboa http://www.clul.ul.pt/sectores/linguistica_de_corpus/projecto_lmcpc.php.
Babayiğit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and Writing: An Interdisciplinary Journal, 23, 539-568. doi: 10.1007/s11145-009-9173-y
Babayiğit, S., & Stainthorp, R., (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1) 169-189. doi: 10.1037/a0021671
Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing, reading, listening, and speaking connections; Three letter-writing modes; and Fast mapping in spelling. Developmental Neuropsychology, 29(1), 61-92. doi: 10. 1207/s15326942dn2901-5.
Berninger, V. W., & Rutberg, J. (1992). Relationship of finger function to beginning writing: Application to diagnosis of writing difficulties. Developmental Medicine and Child Neurology, 34, 198-215.
Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In E. C. Butterfield & J. S. Carlson (Eds.), Advances in cognition and educational practice (Vol. 2, 57-81). Greenwich: JAI Press.
Borgwaldt, S. R., Hellwig, F. M., & De Groot, A. M. B. (2005). Onset entropy matters - Letter to phoneme mappings in seven languages. Reading and Writing: An Interdisciplinary Journal, 18, 211-229. doi: 10. 1007/s11145-005-3001-9.
Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219.
Cardoso-Martins, C., Corrêa, M. F., & Magalhães, L. F. S. (2010). Dificuldade específica de aprendizagem da leitura e escrita (Specific reading and writing disability). In L. F. Malloy-Diniz, D. Fuentes, P. Mattos & N. Abreu (Org.), Avaliação neuropsicológica (p. 133-149). Porto Alegre, Brasil: Artmed.
Cardoso-Martins, C., & Pennington, F. B. (2004). The relationship between phoneme awareness and rapid serial naming skills and literacy acquisition: The role of developmental period and reading ability. Scientific Studies of Reading, 8(1), 27-52. doi: 10.1207/s1532799xssr0801_3
Carvalho, A. (2010). Teste de avaliação da fluência e precisão da leitura - O Rei (Test of reading accuracy and fluency - The King).Vila Nova de Gaia: Edipsico.
de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51-77.
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica, A., Pecini, C. (...) Zocolotti, P. (2005). Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (italian). Child Neuropsychology, 11, 349-361. doi: 10.1080/09297040490916947
Ding, Y., Richman, L. C., Yang, L.-y., & Guo, J.-p. (2010). Rapid automatized naming and immediate memory functions in chinese mandarin-speaking elementary readers. Journal of Learning Disabilities, 43, 48-61. doi: 10.1177/0022219409345016
Fayol, M., & Miret, A. (2005). Écrire, orthographier et rédiger des textes. Psychologie Française, 50, 391-402. doi: 10.1016/j.psfr.2005.05.008
Festas, I.,. Leitão, J. A., Formosinho, M. D., Albuquerque, C., Vilar, M., Martins, C., et al. (2006). PAL-PORT – Uma bateria de avaliação psicolinguística das afasias e de outras perturbações da linguagem para a população portuguesa (A psycholinguistic battery for the assessment of aphasias and other language disorders in the Portuguese population). In C. Machado, L Almeida, A. Guisande, M Gonçalves., & V. Ramalho (Eds.), XI Conferência Internacional Avaliação Psicológica: Formas e Contextos (pp. 719-729). Braga: Ed. Psiquilibrios.
Georgiou, G. K., Hirvonen, R., Liao, C.-H., Manolitsis, G., Parrila, R., & Nurmi, J.-E. (2011). The role of achievement strategies on literacy acquisition across languages. Contemporary Educational Psychology, 36, 130-141. doi:10.1016/j.cedpsych.2011.01.001
Georgiou, G. K., Parrila, R., & Liao, C.-H. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 21, 885-903. doi: 10.1007/s11145-007-9096-4
Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170-182.
Hammill, D. D., Mather, N., Allen, E. A., & Roberts, R. (2002). Using semantics, grammar, phonology, and rapid naming tasks to predict word identification. Journal of Learning Disabilities, 35, 121-136.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research & Practice, 18(4), 237-245.
Justi, C. N. G., & Roazzi, A. (2012). A contribuição de variáveis cognitivas para a leitura e a escrita no Português Brasileiro. Psicologia: Reflexão e Crítica, 25(3), 605-614.
Kail, R., Hall, L. K., & Caskey, B. J. (1999). Processing speed, exposure to print, and naming speed. Applied Psycholinguistics, 20, 303-314.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. doi.org/10.1598/RRQ.45.2.4
Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150-161. doi: 10.1037/0022-06663.100.1.150
Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and ortographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.
Moll, K., Fussenegger, B., Willburger, E., & Landerl, K. (2009). RAN is not a measure of orthographic processing. Scientific Studies of Reading, 13(1), 1-25. doi: 10.1080/10888430802631684
Närhi, V., Ahonen, T., Aro, M., Leppäsaari, T., Korhonen, T., Tolvanen, A., & Lyytinen, H. (2005). Rapid serial naming: Relations between different stimuli and neuropsychological factors. Brain and Language, 92, 45-57. doi: 10.1016/j.bandl.2004.05.004
Nikolopoulos, D., Goulandris, N., Hulme, C., & Snowling, M. J. (2006). The cognitive bases of learning to read and spell in Greek: Evidence form a longitudinal study. Journal of Experimental Child Psychology, 94, 1-17. doi: 10.1016/j.jecp.2005.11.006
Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452. doi:10.1146/annurev-psych-120710-100431
Olive, T., Favart, M., Beauvais, C., & Beauvais, L. (2009). Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation. Learning and Instruction, 19, 290-308.
Papadopoulos, T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the double-deficit hypothesis in Greek. Findings from a longitudinal study. Journal of Learning Disabilities, 42(6), 528-547. doi: 10.1177/0022219409338745
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 914-929.
Puolakanahao, A., Ahonen, T., Aro, M., Eklund, K., Leppanen, P. H. T., Poikkeus, A.-M., (...), Lyytinen, H. (2008). Developmental links of early phonological and language skills to second grade reading outcomes. Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41, 353-379. doi: 10.1177/0022219407311747
Savage, R. S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., & Tuersley, L. (2005). Relationships among rapid digit naming, phonological processing, motor automaticity and speech perception in poor, average, and good readers and spellers. Journal of Learning Disabilities, 38, 12-28.
Savage, R., Pillay, V., & Melidona, S. (2008). Rapid serial naming is a unique predictor of spelling in children. Journal of Learning Disabilities, 41, 235-250. doi: 10.1177/0022219408315814
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
Simões, M., Albuquerque, C., Pinho, S., Pereira, M., Seabra-Santos, M., Alberto, I., Lopes, A., Vilar, M., & Gaspar, F. (2008). Relatório do Projecto adaptação e aferição de testes neuropsicológicos: Estudos psicométricos (Report of the Project Adaptation and normative data of neuropsychological tests: Psychometric studies) (SAPIENS/POCTI/35410/2000; 2000-2007). Coimbra: Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Smythe, I., Everatt, J., Al-Menaye, N., He, X.,
Capellini, S., Gyarmathy, E., & Siegel, L. S. (2008). Predictors of word-level literacy amongst grade 3 children in five diverse languages. Dyslexia, 14, 170-187. doi: 10.1002/dys.369
Stainthorp, R., Powell, D., & Stuart, M. (2013). The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36, 371-388. doi:10.1111/jrir.12002
Sucena, A., Castro, S. L., & Seymour, P. (2009). Developmental dyslexia in an orthography of intermediate depth: the case of European Portuguese. Reading and Writing: An Interdisciplinary Journal, 22, 791-810. doi: 10.1007/s11145-008-9156-4
Sunseth, K., & Bowers, P. G. (2002). Rapid naming and phonemic awareness: Contributions to reading, spelling and orthographic knowledge. Scientific Studies of Reading, 6(4), 401-429. doi: 10.1207/s1532799xssr0604_05
Vaessen, A., Gerretsen, P., & Blomert, L. (2009). Naming problems do not reflect a second independent core deficit in dyslexia: Double deficits explored. Journal of Experimental Child Psychology, 103, 202-221. doi: 10.1016/j.jecp.2008.12.004
van den Bos, K. P., Zijlstra, J. H., & Spelberg, H. C. l. (2002). Life-span data on continuous-naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6(1), 25-49.
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., (...) & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross language investigation. Psychological Science, 21, 551-559. doi: 10.1177/0956797610363406
Wiig, E. H., Zureich, P., & Chan, N. H. (2000). A clinical rationale for assessing rapid automatized naming in children with language disorders. Journal of Learning Disabilities, 33, 359-372.
Wilcox, R. R. (2005). Introduction to robust estimation and hypothesis testing (2nd ed.). San Diego: Elsevier Academic Press.
Yan, C. M. W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y., & Shu, H. (2012). Writing quality in Chinese children: speed and fluency matter. Reading and Writing: An Interdisciplinary Journal, 25, 1499-1521. doi 10. 1007/s11145-011-9330-y.
