Rapid Naming Components and Their Relationship With Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes

Georgiou, George K.; Parrila, Rauno; Kirby, John R.; Stephenson, Kathy

doi:10.1080/10888430802378518

Cited by 115 publications

(138 citation statements)

References 63 publications

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“…Examining the Double-Deficit Hypothesis 28 strongly related to reading than RAN colors and objects (e.g., Georgiou, Parrila, Kirby, & Stephenson, 2008;Georgiou, Parrila, & Papadopoulos, 2008;Wolf, Bally, & Morris, 1986).…”

Section: Examining the Double-deficit Hypothesis 23 Discussionmentioning

confidence: 99%

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Torppa

Georgiou

Salmi

et al. 2012

Scientific Studies of Reading

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Section: Examining the Double-deficit Hypothesis 23 Discussionmentioning

confidence: 99%

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Torppa

Georgiou

Salmi

et al. 2012

Scientific Studies of Reading

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“…Studies have varied, for example, in the length of the tasks, diverging from the standard 50 items. In addition, in some studies the RAN tasks included a larger number of different token items than that used in the classical RAN paradigm (five token items for each subtest in the classical RAN paradigm; six in Georgiou, Parrila, Kirby, Stephenson, 2008;20 in Cobbold, Passenger, & Terrel, 2003;and 10 or 25 for letter naming in Clarke et al, 2005). It is unknown whether these differences in task format lead to different degrees of association between RAN and reading.…”

Section: Resource Demands Of the Ran Tasksmentioning

confidence: 99%

Rapid automatized naming and reading performance: A meta-analysis.

Araújo¹,

Reis²,

Petersson³

et al. 2015

Journal of Educational Psychology

236

216

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Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r ϭ .43, I 2 ϭ 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.

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“…Research has also indicated that cumulative orthographic knowledge is a significant predictor of oral reading rate, silent reading rate, phonological recoding and later orthographic learning (Barker et al, 1992;Cunningham, 2006). Finally, cumulative orthographic knowledge also correlates with overall cognitive ability, receptive vocabulary, visual processing, RAN, phonological processing, and exposure to print (Bowers, Sunseth, & Golden, 1999;Conrad & Levy, 2007;Cunningham, 2006;Cunningham et al, 2001;Cunningham, Perry, Stanovich & Share, 2002;Cunningham & Stanovich, 1990;Georgiou, Parrila, Kirby, & Stephenson, 2008;Manis et al, 1999;Manis et al, 2000;Mesman & Kibby, 2011).…”

Section: Reading Skillsmentioning

confidence: 99%

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall

Conners

2016

American Journal on Intellectual and Developmental Disabilities

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The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.iii DEDICATION This dissertation is dedicated to mothers. To the mothers of my participants, who never stop believing in or fighting for their children, I am continually amazed and touched by your dedication and love. To my own mother, who is my rock and inspiration, thank you for telling me I could do anything I set my mind to, for believing it, and for helping me believe it. My success is your success. Love you.iv

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Rapid Naming Components and Their Relationship With Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes

Cited by 115 publications

References 63 publications

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Rapid automatized naming and reading performance: A meta-analysis.

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

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