Knowledge and perceptions of obesity care among general practice nurses in the Republic of Ireland.

The acquisition of reading is an essential milestone in child development, fundamental for academic success and full social participation. Before the start of formal education, the development of precursor reading skills is indispensable, as they establish the foundations for subsequent reading proficiency. Several studies have investigated the components of phonological processing, highlighting their contributions to the acquisition and development of reading. Among these components, phonological awareness stands out as a strong predictor of reading performance, considered an important competence to be included in screening instruments for reading difficulties. This skill allows children to distinguish and manipulate speech sounds, consequently facilitating the reading process. In turn, rapid automatic naming, often measured by the speed of naming familiar visual stimuli, has proven to be a stable marker throughout development, with strong predictive capacity for reading. Furthermore, phonological memory, usually assessed by tasks with digits or pseudowords, has also been significantly related to initial reading, acting as a predictor of early success in learning to read.