Rapid naming speed components and reading development in a consistent orthography.
We examined how rapid automatized naming (RAN) components-articulation time and pause time-predict word and text reading fluency in a consistent orthography (Greek). In total, 68 children were followed from Grade 2 to Grade 6 and were assessed three times on RAN (Digits and Objects), phonological awareness, orthographic processing, speed of processing, and reading fluency. Both RAN components were strongly related to reading fluency and, with few exceptions, accounted for unique variance over and above the contribution of speed of processing, phonological awareness, and orthographic processing. The amount of predictive variance shared between the components and the cognitive processing skills varied across time. The implications of these findings for the RAN-reading relationship are discussed.
Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada T6G 2G5. georgiou@ualberta.ca
George K
GK
Georgiou
Timothy C
TC
Papadopoulos
Argyro
A
Fella
Rauno
R
Parrila
D001332:Automatism / Q000523:psychology*; D001364:Awareness; D002648:Child; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007804:Language Development; D008297:Male; D008606:Mental Processes; D010700:Phonetics; D011930:Reaction Time; D011932:Reading