Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex‐illiterate, and schooled literate adults

Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN
and reading is still largely unclear. Here we investigated whether literacy acquisition directly bolsters RAN efficiency for
objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables,
who differed only in…