Rapid naming speed components and reading development in a consistent orthography

Georgiou, George K.; Papadopoulos, Timothy C.; Fella, Argyro; Parrila, Rauno

doi:10.1016/j.jecp.2011.11.006

Cited by 72 publications

(72 citation statements)

References 52 publications

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“…Furthermore, when the direct effects of RAN were excluded from the analyses, processing speed also emerged as a significant predictor of oral reading fluency. This finding is in line with the argument put forward by several researchers that processing speed partly mediates the RAN-reading relationship (e.g., Bowey et al, 2005; Georgiou et al, 2009b, 2012; Liao et al, 2015). …”

Section: Discussionsupporting

confidence: 92%

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

2016

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We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed.

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Section: Discussionsupporting

confidence: 92%

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

2016

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“…Re gression analyses revealed that from second to fifth grade the amount of unique variance explained by discrete naming increased in both word and nonword reading. Previous studies have also shown that the relations of serial digit naming with word and nonword reading are similar, at least in more transparent orthog raphies (Greek: Georgiou, Papadopoulos, Fella, & Parrila, 2012;German: Moll, Fussenegger, Willburger, & Landerl, 2009;Dutch: van den Boer et al, 2013). The current results indicate that the development of the relations with both discrete and serial naming over time is similar for words and nonwords.…”

Section: Discussionmentioning

confidence: 90%

Parallel and serial reading processes in children’s word and nonword reading.

Boer

Jong

2015

Journal of Educational Psychology

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Fluent reading is characterized by rapid and accurate identification of words. It is commonly accepted that such identification relies on the availability of orthographic knowledge. However, whether this orthographic knowledge should be seen as an accumulation of word-specific knowledge in a lexicon acquired through decoding or as a well-developed associative network of sublexical units is still under debate. We studied this key issue in reading research by looking at the serial and/or parallel reading processes underlying word and nonword reading. Participants were 314 Dutch 2nd, 3rd, and 5th graders. The children were administered digit, word, and nonword naming tasks. We used latent class analyses to distinguish between readers who processed the letter strings serially or in parallel, based on the correlation patterns of word and nonword reading with serial and discrete digit naming. The 2 classes of readers were distinguished for both word and nonword reading. The validity of these classes was supported by differences in sensitivity to word and nonword length. Interestingly, the different classes seemed to reflect a developmental shift from reading all letter strings serially toward parallel processing of words, and later of nonwords. The results are not fully in line with current theories on the representation of orthographic knowledge. Implications in terms of models of the reading process are discussed.

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“…However, several studies have also shown that RAN continues to predict reading over and above the effects of orthographic processing (e.g., Georgiou et al, 2009;Georgiou, Parrila, & Papadopoulos, 2008;Liao, Georgiou, & Parrila, 2008). In addition, RAN has been found to correlate equally well with non-word reading fluency as with real word fluency (e.g., Georgiou, Papadopoulos, Fella, & Parrila, 2012;Moll et al, 2009). Since non-words are unfamiliar words that presumably cannot be recognized as orthographic units, RAN is unlikely to predict reading because of its connection to orthographic processing.…”

mentioning

confidence: 99%

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

et al. 2015

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Rapid naming speed components and reading development in a consistent orthography

Cited by 72 publications

References 52 publications

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Parallel and serial reading processes in children’s word and nonword reading.

An examination of the rapid automatized naming–reading relationship using functional magnetic resonance imaging

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