Objective: Obtaining the diadochokinetic syllable rates standard among the elementary students in 3, 8, and 19 educational zones in Tehran.
Materials and Methods: 1997 students (980 girls and 1017 boys) randomly selected and examined. Frequency of /pa/, /ta/, /ka/ and /pataka/ in 5 seconds and the number of seconds for producing /pa/, /ta/, /ka/ and /pataka/ for 15 times were recorded for every student.
Results: There is significant difference between means of time and frequency with increasing age. Means of some syllable rates were significantly different between girls and boys.
Conclusion: Mean of syllable frequency was increased and the mean of syllable repetition time was decreased with increasing age. On the whole, boys seems to repeat syllables faster than the girls do.

Background and Aim: Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study.

Methods: In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data.

Results: The relation between phonological awareness and automatized rapid naming was significant (p<0.0001). Pearson correlation coefficient between phonological awareness and reading was direct (0.86). Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001).

Conclusion: The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises.