Mediatory Effect of Reading Skill in the Rapid Automatized Naming/Reading Comprehension Relationship

Karadağ, Özay; Keskin, Hasan Kağan; Ari, Gökhan

doi:10.15390/eb.2019.7684

Cited by 4 publications

(6 citation statements)

References 39 publications

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“…Karadağ et al (29) found a similar result when examining Turkish children in the 2 nd grade. The RAN had a predictive effect on reading speed, which, in turn, had a predictive effect on reading comprehension.…”

Section: Discussionmentioning

confidence: 58%

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The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

Varizo

Corrêa

Mousinho

et al. 2022

Audiol., Commun. Res.

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Purpose The main objective of the present study was to examine the contribution of rapid automatized naming (RAN) to reading rate and text comprehension. We also analyzed whether the performance on a rapid automatized naming task in the first year of schooling could be a predictor of the future skill in reading speed and text comprehension. Methods Forty protocols with phonological processing skills assessments were analyzed, namely: rapid automatized naming, phonological awareness and phonological working memory, as well as assessment of reading rate and comprehension, carried out in 2008 and 2011, when children were respectively, in the 2nd and 5th grades of Elementary School I. Results For children in 2nd grade, the RAN of objects was able to predict their performance in reading speed, whereas for children in 5th grade, the performance of RAN of letters plays such a role. In the 2nd grade, RAN contributes indirectly, through reading speed, to the performance of children in reading comprehension. In the 5th grade, among the phonological processing skills, working memory stands out for correlating significantly with reading comprehension. The reading speed of the 2nd grade was able to predict the performance of the reading speed in the 5th. grade. Conclusion Such findings are important for clinical and educational practice, reinforcing that RAN is an important skill which contributes to reading rate which in turn, is important for reading comprehension

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Section: Discussionmentioning

confidence: 58%

“…In their study, as well as herein, reading speed had a mediator role in the relationship between RAN and reading comprehension. Thereby, we understand that the relationship between RAN and reading comprehension occurs through reading speed (29) .…”

Section: Discussionmentioning

confidence: 99%

The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

Varizo

Corrêa

Mousinho

et al. 2022

Audiol., Commun. Res.

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show abstract

“…Resultado semelhante foi encontrado por Karadağ et al (29) com crianças turcas do 2º ano. A NAR teve efeito preditivo na velocidade de leitura e esta, por sua vez, teve efeito preditivo na compreensão de leitura.…”

Section: Discussionunclassified

“…A NAR teve efeito preditivo na velocidade de leitura e esta, por sua vez, teve efeito preditivo na compreensão de leitura. No estudo de Karadağ et al (29) , assim como no presente estudo, a velocidade de leitura teve um papel mediador na relação da NAR com a compreensão de leitura. Portanto, entende-se que a relação entre a NAR e a compreensão de leitura ocorre por intermédio da velocidade de leitura.…”

Section: Discussionunclassified

A contribuição da nomeação automatizada rápida para a velocidade e compreensão de leitura textual em crianças brasileiras do ensino fundamental

Varizo

Corrêa

Mousinho

et al. 2022

Audiol., Commun. Res.

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RESUMO Objetivo O objetivo principal do presente estudo foi examinar a contribuição da nomeação automatizada rápida (NAR) para velocidade e compreensão de leitura. Analisou-se, também, se o desempenho da tarefa de nomeação automatizada rápida em ano inicial da escolaridade poderia ser preditora da habilidade ulterior em velocidade e compreensão de leitura textual. Métodos Foram analisados 40 protocolos das avaliações das habilidades do processamento fonológico, sendo elas: nomeação automatizada rápida, consciência fonológica e memória de trabalho fonológica, assim como avaliação da velocidade e compreensão de leitura, realizadas em 2008 e 2011, quando as crianças cursavam, respectivamente, o 2º e o 5º ano do ensino fundamental I. Resultados No 2º ano, a NAR de objetos foi capaz de prever o desempenho em velocidade de leitura. Já no 5º ano, a NAR de letras assumiu tal papel. No 2º ano, a NAR contribuiu de forma indireta, por meio da velocidade de leitura, para o desempenho das crianças em compreensão leitora. Já no 5º ano, dentre as habilidades do processamento fonológico, a memória de trabalho se destacou por se correlacionar significativamente com a compreensão da leitura. A velocidade de leitura do 2º ano previu o desempenho da velocidade de leitura no 5º ano. Conclusão Os achados deste estudo se mostram importantes para a prática clínica e educacional, reforçando que a NAR apresenta importante contribuição para a velocidade de leitura e esta, por sua vez, é importante para a compreensão de leitura.

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“…Reading comprehension, which is the last step and main goal of the reading process (Harrison, 2004), is to reach the meaning of the text through reading fluency skills (Kim et al, 2012; Lai et al, 2014; Quirk & Beem, 2012). On the other hand, many cognitive and metacognitive differences may be effective in reading comprehension (Brooks et al, 1990; Karadağ et al, 2019; Taboada et al, 2009). For students with SLD, the main predictors of reading comprehension skills are shown as phonological awareness, rapid naming, and working memory (Steacy et al, 2014; Torppa et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Does Cognitive Training Affect Reading and Writing Skills of Students With Specific Learning Disabilities?

Atmaca

Yıldız-Demirtaş

2022

Learning Disability Quarterly

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The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 students. The treatment-group students ( n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, dictation skills, and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.

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Mediatory Effect of Reading Skill in the Rapid Automatized Naming/Reading Comprehension Relationship

Cited by 4 publications

References 39 publications

The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

The contribution of rapid automatized naming with reading rate and text comprehension in Brazilian elementary school children

A contribuição da nomeação automatizada rápida para a velocidade e compreensão de leitura textual em crianças brasileiras do ensino fundamental

Does Cognitive Training Affect Reading and Writing Skills of Students With Specific Learning Disabilities?

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