The contribution of RAN pause time and articulation time to reading across languages

evidence from a more representative sample of children

George K. Georgiou*, Mikko Aro, Chen-Huei Liao, Rauno Parrila

*Corresponding author for this work

    Research output: Contribution to journalArticle

    10 Citations (Scopus)

    Abstract

    We examined the relationship between rapid automatized naming (RAN) components—articulation time and pause time—and reading fluency across languages varying in orthographic consistency. Three hundred forty-seven Grade 4 children (82 Chinese-speaking Taiwanese children, 90 English-speaking Canadian children, 90 Greek-speaking Cypriot children, and 85 Finnish-speaking children) were assessed on RAN (colors and digits) and reading fluency (word reading efficiency and text reading speed). The results showed that articulation time accounted for more unique variance in reading in the alphabetic orthographies than in Chinese, and pause time for more unique variance in reading in Chinese than in alphabetic orthographies. If automaticity in RAN is manifested with a higher contribution of articulation time to reading fluency than pause time and with a strong relationship between articulation time and pause time, then our findings suggest that automaticity in RAN is reached earlier in alphabetic orthographies than in Chinese.

    Original languageEnglish
    Pages (from-to)135-144
    Number of pages10
    JournalScientific Studies of Reading
    Volume19
    Issue number2
    DOIs
    Publication statusPublished - 4 Mar 2015

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