Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.

Powell, Daisy; Atkinson, Lynette

doi:10.1037/edu0000625

Cited by 31 publications

(27 citation statements)

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“…Instead, phonology and RAN accounted for most of the variance in reading accuracy. This aligns with studies that have shown both RAN and phonology play a predictive role in reading accuracy, in particular in the earliest stages of learning to read an alphabetic language (e.g., Powell & Atkinson, 2021;Yeung, 2016).…”

Section: Gen Er a L Discussionsupporting

confidence: 89%

Language‐specific phonological skills and the relationship with reading accuracy in Sylheti‐English sequential bilinguals

McCarthy

Skoruppa

2022

Child Development

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This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2-7;8 years-old). At Time 1, the bilinguals had lower productive accuracy for phonological sequences that violated their L1 phonology (d = .56; .84), and these skills accounted for a significant amount of variance in their reading accuracy. At Time 2, the language-specific effects were no longer present. These findings highlight the importance of considering language structure in multilingual early literacy development.

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Section: Gen Er a L Discussionsupporting

confidence: 89%

Language‐specific phonological skills and the relationship with reading accuracy in Sylheti‐English sequential bilinguals

McCarthy

Skoruppa

2022

Child Development

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“…This is important because an observed association between early phonological awareness and later reading may be caused by only few precocious children who already have basic letter knowledge or reading skills at the first assessment (Castles & Coltheart, 2004). Powell and Atkinson (2020) recently reported an interesting longitudinal study with English-speaking children who were first assessed as early as age 3;11 years. Even at that early point in development, some children could already read simple words and were explicitly excluded from analysis.…”

Section: Phonological Awarenessmentioning

confidence: 99%

Cognitive Precursors of Reading: A Cross-Linguistic Perspective

Landerl

Castles

Parrila

2021

Scientific Studies of Reading

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In this paper, we survey current evidence on cognitive precursors of reading in different orthographies by reviewing studies with a cross-linguistic research design. Graphic symbol knowledge, phonological awareness, morphological awareness, and rapid automatized naming were found to be associated with reading acquisition in all orthographies investigated. However, apart from rapid naming, this association is mostly interactive, meaning that young children develop their symbol knowledge, and phonological and morphological awareness during reading development. Especially for phonological awareness, crosslinguistic evidence involving phonologically transparent orthographies, both alphabetic and non-alphabetic, suggests that it may be less of a hurdle than in the complex English orthography. Cross-linguistic research designs can be a useful methodological approach to test limits of reading theories that were initially developed for alphabetic orthographies.Learning to read entails mapping the units of the writing system onto the corresponding spoken language units. In order to read a word or text, a child must be able to decode the graphic units of a particular orthography into spoken language units (e.g., morphemes, syllables, phonemes). During reading acquisition, children not only learn how written words are composed, but also build up orthographic representations of spoken language units (typically words or morphemes). Reading becomes fluent, when (1) decoding is automatized and (2) words can be directly and effortlessly retrieved from the orthographic lexicon (see also Verhoeven & Perfetti, 2021).By the time children commence formal reading instruction, they have typically already begun to acquire key knowledge and skills that will be associated with their subsequent success in learning. Cognitive precursors of reading are skills whose development starts prior to reading and which are functionally related to later reading skills . In order to decode words, children need to be familiar with the graphic symbols of the writing system (e.g., letters of an alphabet, Chinese characters). They should also become aware of the linguistic units represented by a particular orthography (phonological and morphological awareness). In addition, naming speed, that is the ability to name visual information quickly and effortlessly, is associated with (later) reading fluency. It is important to note that a precursor does not have to be fully established before the onset of reading acquisition. It is also possible that interacting with a writing system induces developmental steps that would not happen without this exposure. However, if these skills cannot be properly developed even in the context of reading exposure, reading difficulties are likely to appear in the long run.The precursors mentioned above can be assumed to play a role in any orthography. However, orthographies vary widely in how exactly they represent spoken language and, accordingly, crosslinguistic theories of reading development predict that the relevance of, an...

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“…Indeed, in previous studies, the ID group has often been matched to TD children according to their verbal mental age ( Channell et al., 2013 ; Ypsilanti et al., 2006 ), and most existing research has assessed RAN skills in children who already have reading skills. This makes direction of influence hard to ascertain since skills such as PA or RAN are not only reading precursors but also develop under the influence of reading acquisition ( Perfetti et al., 1987 ; Powell and Atkinson, 2020 ). To prevent these issues, it is important to select and to match ID and TD children on the basis of low reading skills.…”

Section: Theorymentioning

confidence: 99%

Rapid automatized naming skills of children with intellectual disability

Chambrier

Dessemontet

Martinet

et al. 2021

Heliyon

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Background: A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existing studies mainly focused on adolescent or adults with ID matched to typically developing (TD) children on verbal mental age, or used a single RAN task. Aims: The aim of this study was to compare the RAN pattern and skills of children with ID and low reading skills to the ones of TD children with matched reading skills. Method: 30 children with mild to moderate ID with mixed etiology (M ¼ 9.4 years-old) were pair-matched to 30 TD children (M ¼ 4.3 years-old) on phonological awareness-and reading-level. They were all administered color, object, finger, and vowel RAN tasks. Outcomes and results: Results showed that children with ID had more domain-specific RAN skills and were largely slower in most of the RAN tasks than their younger TD peers. Conclusions and implications: This suggests that a deficit in RAN should be added to the explanations of their frequent reading difficulties, which might open new remediation possibilities. What this paper adds?Recently, a growing body of work has sought to understand why children with intellectual disability (ID) often face difficulties in learning to read. It has been highlighted that phonological awareness (PA)known to be involved in typical reading acquisition and in dyslexiais also an area of weakness among children with ID. It has even been shown that children with ID exhibit a deviant developmental pattern of PA. Rapid Automatized Naming (RAN), which has also been deeply studied among typically developing (TD) children and among children with specific learning disorders, has conversely been far less investigated among individuals with ID. First, the few studies that compared the RAN skills of individuals with ID to the ones of TD children led to contradictory results regarding the preservation or impairment of these skills. Since RAN skills have been shown to follow an asymptotic evolution, the age of the individuals with ID and of the TD children to whom they are matched might be crucial. Second, it has not yet been investigated whether the RAN developmental pattern of children with ID is similar or different from the one of TD children. Third, most existing research has assessed RAN skills in children who already have reading skills, making direction of influence hard to ascertain. This study examined the RAN skills of 6to 12-year-old individuals with ID with very low reading skills on four RAN tasks relative to the ones of TD children matched on PAand reading-level, which has not yet been done. It shows that children with ID are characterized by both an atypical developmental pattern as well as by a deficit in RAN.

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Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.

Cited by 31 publications

References 50 publications

Language‐specific phonological skills and the relationship with reading accuracy in Sylheti‐English sequential bilinguals

Language‐specific phonological skills and the relationship with reading accuracy in Sylheti‐English sequential bilinguals

Cognitive Precursors of Reading: A Cross-Linguistic Perspective

Rapid automatized naming skills of children with intellectual disability

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