2. Phonological awareness is not enough to explain all types of reading disabilities.

 Along with phonological awareness, the current review searched for other

significant variables that may be associated with RD. Many connectionist theories and

empirical researchers provided an insight that there may be other aspects of reading

related to RD. From this review process, rapid-naming and visual deficits were seriously

considered as significant variables determining later reading development. Overall,

studies of phonological awareness, naming speed, and visual deficits as predictors of

reading development have value in helping to understand the nature of the cognitive

processes underlying reading. Therefore, the purpose of this study was to determine the

effects of three variables including phonological awareness, rapid-naming, and visual

skills on the reading levels of early elementary students. Further, this study investigated

how the three variables are interrelated to their reading levels.