RAN components and reading development from grade 3 to grade 5: what underlies their relationship?

George K. Georgiou, Rauno Parrila, John R. Kirby

Research output: Contribution to journalArticlepeer-review

70 Citations (Scopus)

Abstract

We examined (a) how rapid automatized naming (RAN) components-articulation time and pause time-predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed.

Original languageEnglish
Pages (from-to)508-534
Number of pages27
JournalScientific Studies of Reading
Volume13
Issue number6
DOIs
Publication statusPublished - 2009
Externally publishedYes

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