Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis

Chen, Yi-Jui; Thompson, Christopher W.; Xu, Zhihong; Irey, Robin; Georgiou, George K.

doi:10.1007/s11145-021-10160-7

Cited by 15 publications

(7 citation statements)

References 64 publications

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“…They also found that the concurrent RAN‐reading correlation was moderated by the type of RAN stimuli (alphanumeric stimuli had a stronger relationship with reading than non‐alphanumeric), and by the type of reading measure (e.g., RAN had a stronger relationship with real word reading versus nonword reading). RAN’s relationship with real word versus nonword reading was also extended to nonword versus real word spelling (Chen et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

McWeeny

Choi

Choe

et al. 2022

Reading Research Quarterly

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Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta‐analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 participants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English‐speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade‐school reading at r = −.38, similar in magnitude to previous concurrent meta‐analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non‐alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta‐analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of rsp = −.25 demonstrates RAN’s significant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.

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Section: Introductionmentioning

confidence: 99%

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

McWeeny

Choi

Choe

et al. 2022

Reading Research Quarterly

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“…The inclusion of tests of attention, working memory, processing speed, executive function, and verbal memory in CALL rather than tests of phonological processing skills may seem surprising as previous studies have primarily focused on the importance of phonological awareness for literacy learning in L2 in adult students who are non-or low-literate in L1 (Craats et al, 2006; Assessment of Literacy learning Difficulties 457 Hansen, 2010;Juul, 2006;Landgraf et al, 2012;Young-Scholten, 2015;Young-Scholten & Naeb, 2010;Young-Scholten & Strom, 2006). However, several CALL items tap into phonological processing skills that are known to be important for literacy learning, including phonological memory (Digit Span) (Melby-Lerv ag et al, 2012) and rapid automatized naming (FDT) (Chen, Thompson, Xu, Irey & Georgiou, 2021). Also, in contrast to previous studies comparing L2 learning patterns in non-or low-literate learners and higher educated learners or children (Craats et al, 2006), in the present study we had a specific focus on L2 literacy learning difficulties in a group of non-or lowliterate learners (DLE 1-students).…”

Section: Discussionmentioning

confidence: 99%

Cognitive assessment of literacy learning difficulties in adult non‐ or low‐literate second language learners

Nielsen

Vinnner²

2023

Scandinavian J Psychology

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The population of non‐ or low‐literate adult immigrants studying a new language is large and growing in many countries. The aim of this study was to develop and validate a new instrument for the assessment of cognitive impairment that may hinder literacy learning in adult non‐ or low‐literate L2 learners, the Cognitive Assessment of Literacy Learning Difficulties (CALL), in a language center setting. This was a case–control study in which the CALL was validated in adult non‐ or low‐literate students, or students who were not literate in the Latin alphabet, in nine Danish language centers. Educator classification of students with very slow progression in learning basic Danish literacy was used as a benchmark for literacy learning difficulties. Classification was further based on the number of lessons participants had required to pass tests during Danish language program levels. An acceptable discriminative validity (AUC 0.76; specificity 0.94, sensitivity 0.64) for literacy learning difficulties (n = 32) versus schooling and sex matched control participants (n = 28) was found. In comparison, years of formal schooling had an AUC of 0.58. Age had a small effect on the ability of the CALL to predict literacy learning difficulties (OR = 1.097, p = 0.013), whereas sex and years of schooling did not. CALL was found to be a valid instrument for identification of cognitive impairment that may hinder literacy learning in adult non‐ or low‐literate L2 learners in a Danish language center setting.

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“…In RAN tasks participants are assessed for the speed with which they can name a series of visually presented familiar items, such as colors, objects, letters, or digits (Onochie-Quintanilla et al, 2019). Research has established the intimate connection between RAN and spelling ability (e.g., Landerl & Wimmer, 2008;Niolaki et al, 2020Niolaki et al, , 2022van den Boer et al, 2015;Kargiotidis et al 2021), however, the meta-analysis of Chen et al (2021) indicated a moderate association between RAN and spelling. The metaanalysis also revealed that the relationship of RAN and spelling was stronger in opaque orthographies than in transparent or intermediate orthographies, was stronger in the case of real word spelling compared to pseudoword spelling, and was also stronger for RAN letters and digits, compared to RAN objects and colors.…”

Section: Rapid Automatised Naming (Ran)mentioning

confidence: 99%

“…• that if RAN taps both lexical/semantic and phonological processes (Chen et al, 2021;Niolaki et al, 2022), it should be associated with spelling skill for both advanced and beginner spellers;…”

Section: The Present Studymentioning

confidence: 99%

Greek-spelling predictors; an investigation of literacy- and cognitive-related factors

Niolaki,

Papadimitriou,

Terzopoulos

et al. 2024

Journal of Cognitive Psychology

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Greek spelling has been less explored than reading, and studies looking at predictors have primarily focused on phonological ability (PA) and rapid automatized naming (RAN). Few studies have been conducted on visual attention span (VAS), although there is growing acknowledgement that spelling involves processes other than phonological ones. We investigated single-word spelling accuracy cross-sectionally with 145 students attending Grades 1-to-7 in Greece. Regression analyses conducted found that only PA was a significant predictor for the beginner spellers after controlling for reading speed and chronological age. VAS and RAN were significant predictors in addition to PA for the advanced spellers. This suggests that phonological and visual processes are important as the children gain more spelling experience. Analyses of the effects on spelling accuracy of the item-related variables printed word frequency and phoneme-grapheme probability supported those obtained from the child-related analyses. The educational implications of the findings are discussed.

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Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis

Cited by 15 publications

References 64 publications

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis

Cognitive assessment of literacy learning difficulties in adult non‐ or low‐literate second language learners

Greek-spelling predictors; an investigation of literacy- and cognitive-related factors

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