It is well established that rapid automatised naming (RAN) correlates with reading ability. Despite several attempts, no single component process (mediator) has been identifi ed that fully accounts for the correlation. The present paper estimated the explanatory value of several mediators for the RAN-reading correlation. One hundred and sixty-nine preschool students were given measures of RAN and additional measures of phonological awareness, lexical search speed, letter knowledge and paired associate learning. Their reading skills were tested a year later along with speed of processing. The infl uence of the mediators on the RAN-reading correlation was estimated as indirect effects in mediation analyses. Phonological awareness and letter knowledge signifi cantly mediated the RAN-reading relationship, each accounting for a moderate part of the correlation between RAN and reading fl uency. Thus, the RANreading correlation was partly, but not fully, accounted for by precursors of reading that are currently known. 2 5 24 40Copyright © 2012 UKLA been proposed, and a selection of these components that are relevant to the present study are presented in the following. The empirical purpose of the present paper was to estimate to what extent each of these individual components explains the RAN-reading relationship. The theoretical purpose was to confi rm or rule out these components as explanations for the RAN-reading relationship.
Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed after a student had reached an accuracy level of 70% correct. Hence, the number of days a child took to achieve this 70% accuracy level (the basic accuracy achievement time [BAAT]) was a measure of specific differences in accuracy development. Phoneme awareness was the strongest predictor of this measure, but RAN also contributed unique variance. Because word recognition speed may depend on the amount of time a student has been able to read with basic accuracy, the BAAT measure was used as a control in the prediction of word recognition speed (at the end of Grade 2). With this control, RAN was the only significant predictor of speed. The different predictive patterns suggest that it is important to distinguish between accuracy and speed when comparing the strength of predictors, both within and across orthographies. A practical implication is that teachers should focus on the development of basic accuracy before speed.
Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2. Early screening included measures of phonemic awareness, rapid naming, letter knowledge, paired associate learning, and reading. Late screening included only reading. Results indicated that reading measures improved substantially as predictors over the first six months of Grade 1, to the point where late reading measures alone provided as much information as the early measures combined. In the light of these results and a less than perfect early screening accuracy, a new strategy for screening is introduced and discussed. The strategy proposes multi-point screening with gradually increasing sensitivity to strike a balance between manageable screening procedures and outcomes and early identification of students who are most likely in need of extra resources. Copyright © 2017 John Wiley & Sons, Ltd.
Object-initial clauses (OCs) are associated with more processing difficulties than subject-initial clauses (SCs) in a number of languages (e.g. English, German and Finnish), but a supportive context can reduce or neutralize the difference between SCs and OCs with respect to reading times. Still, it is unresolved how context can affect the comprehension of OCs. In the present self-paced reading study of Danish, we therefore investigated both reading times, comprehension accuracy and response times for OCs and SCs. In line with previous studies on word order processing, OCs in an unsupportive context showed longer reading times than SCs, longer response times and a comprehension accuracy as poor as chance level. A manipulation of context showed no effect of reading time, but a supportive context had a stronger facilitating effect on comprehension (response accuracy and response time) for OCs than for SCs.
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