The contributions of naming speed measured on both serial-list and var
ious discrete-trial formats to several reading subskills were examined
longitudinally to determine their impact independent of other reading
-related skills on reading disabilities. Tests of symbol naming speed,
phonological awareness, vocabulary, memory span and coding speed were
given to 38 poor and average readers when they were in Grades 2, 3 an
d 4. Grade 4 poor readers were discriminated from moderately poor or g
ood readers on serial-list and discrete-trial naming speed tests in al
l grades. In addition, phonological awareness and vocabulary, but not
memory span or coding speed, discriminated groups. These variables in
Grade 2 contributed unique variance to reading scores in Grade 4 in di
ffering patterns. Hypotheses about the nature of the reading - naming
speed relationship are discussed.