significantly correlated with letter rapid naming (r- -.02 and r- -. 12, respectively). This

study is consistent with these research findings highlighting the predictive capacity of

naming speed tasks for later reading ability (Bowers & Swanson, 1991; Catts, 1991;

Felton, 1992). Therefore, this study suggests that naming speed should be independently

and significantly considered when discussing factors related to RD. Furthermore, the

results also provide evidence that the double-deficit hypothesis suggested by Wolf and

Bowers (1999) is a reasonable hypothesis to accept in reading research.

The Relationship between Rapid Naming and Eye Movement

 One important fact has been detected through the correlation analysis is that there

are very high correlations between the two variables in rapid-naming and

vertical/horizontal eye movement variables. For example, DEM vertical test scores are

highly correlated with digit rapid naming and letter rapid naming (r= .849 and r= .805

respectively). This result is consistent with a study conducted by Wolf, Bowers, and

Biddle (2000). They argued that rapid naming tasks are consisted of intentional, visual,

lexical, temporal, and recognition subprocesses that all contribute to naming speed

performance. Since two factors are highly correlated if a child struggles with naming

speed and seems to have no other linguistic impairment, problems on visual-motor skills

should be seriously considered.

The Relationship between Visual Factors and Reading Fluency

 The regression coefficients of four independent constructs on reading fluency are

displayed in table 4-12. According to this regression matrix, the combination of rapid

naming and eye movement variables has the strongest predictability of 2nd and 3rd

graders' reading fluency. Moreover, this result demonstrates that the second strongest

construct to predict the level of reading fluency is the visual perception skills. This