Developmental Changes in the Relations Between RAN, Phonological Awareness, and Reading in Spanish Children

Rodríguez, Cristina; Boer, Madelon van den; González, Juan Eugenio Jiménez; Jong, Peter F. de

doi:10.1080/10888438.2015.1025271

Cited by 29 publications

(43 citation statements)

References 37 publications

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“…Differences between standardized regression coefficients or correlations can be tested only with a structural regression model in which the differences in variances are taken into account, which is possible with the use of phantom factors. Phantom factors are latent variables in which the variance is constrained (de Jong, 1999;Rodríguez, van den Boer, Jiménez, & de Jong, 2015;van den Boer, van Bergen, & de Jong, 2014). See Figure 1 for a graphical display of a structural regression model with phantom factors.…”

Section: Analysesmentioning

confidence: 99%

“…For the independent, or exogenous phantom factors (i.e., decoding, reading fluency, vocabulary, and listening comprehension), the observed variables had a loading on their corresponding latent phantom factor. The residual variances of the observed independent variables were fixed to zero, and the variances of the latent phantom factors were fixed to one (Rodríguez et al, 2015). For the dependent, or endogenous phantom, factors (i.e., both reading comprehension tests), the variances were freely estimated and the factor loadings of the observed dependent variables on their latent phantom factors were fixed to their standard deviations (van den Boer et al, 2014).…”

Section: Analysesmentioning

confidence: 99%

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What Does the CBM-Maze Test Measure?

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Jong

et al. 2017

Scientific Studies of Reading

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Section: Analysesmentioning

confidence: 99%

Section: Analysesmentioning

confidence: 99%

What Does the CBM-Maze Test Measure?

Muijselaar

Kendeou

Jong

et al. 2017

Scientific Studies of Reading

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“…Rodriguez, van den Boer, Jimenez, and de Jong () examined Spanish children between 8 and 12 years old. They found a stable pattern for the alphanumeric and nonalphanumeric RAN factors already from the age of 8.…”

Section: Introductionmentioning

confidence: 99%

Rapid automatized naming in a developmental perspective between ages 4 and 10

2019

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During the last decades, rapid automatized naming (RAN) has been widely examined as a predictor of reading ability, but very few studies have examined the development of RAN itself. The present study followed children from ages 4 until 10, focusing on RAN performance in a developmental perspective. Relations within and between alphanumeric and nonalphanumeric RAN were investigated both concurrently and over time. The result shows that individual differences in RAN objects are stable between ages 4 and 10, with the most rapid growth of mean performance between ages 4 and 6. Early performance on RAN objects predicts both performance on RAN digits and RAN letters at age 8 and the further development between ages 8 and 10. Further, low‐performing children at age 4 develop their performance on RAN digits and RAN letters later compared with high‐performing children, and RAN digits performance reaches a plateau earlier than RAN letters performance.

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“…Multiple studies have highlighted a relationship between RAN and performance on language and literacy tasks [47][48][49]; however, there is no consensus regarding which skills are tasked in RAN measures [40]. Vocabulary, memory, speed of lexical access, verbal fluency, and phonological processing are among reported significant correlations highlighted in the existing literature.…”

Section: Relationship Between Rapid Automatic Naming and Performance mentioning

confidence: 99%

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

et al. 2017

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Abstract:The aim of this preliminary study was to examine the feasibility of a rapid automatic naming (RAN) task for young Spanish-English speaking dual language learners (DLLs) and to examine the relationship between children's performance on RAN and other standardized language and literacy assessments. A total of 275 Spanish-English speaking children in kindergarten and first grade attempted a RAN task and completed assessments of language and early literacy. Correlational analyses and quantile regression was conducted to examine relationships. Overall the RAN task was feasible for 74% (n = 203) of the DLLs; however, 42% of participants in kindergarten were unable to complete the task. There was a moderate positive correlation between RAN performance and standard scores in receptive vocabulary and letter identification, a small positive correlation with non-verbal intelligence, and no significant relationship with phonological awareness. There was a differential relation between RAN and English sentence imitation. The results support further consideration of RAN as a feasible and useful measure for young Spanish-English speaking DLLs.

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Developmental Changes in the Relations Between RAN, Phonological Awareness, and Reading in Spanish Children

Abstract: UvA-DARE (Digital Academic Repository) Developmental changes in the relations between RAN, phonological awareness, and reading in Spanish children

Cited by 29 publications

References 37 publications

What Does the CBM-Maze Test Measure?

What Does the CBM-Maze Test Measure?

Rapid automatized naming in a developmental perspective between ages 4 and 10

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

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