Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for screening. This systematic review and meta‐analysis (with N = 60 samples; k = 373 effect sizes; n = 10,513 participants), was the first to test the extent to which measures of RAN assessed before grade school predict future reading performance in English‐speaking children. We also tested whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that overall, kindergarten/preschool RAN is correlated with grade‐school reading at r = −.38, similar in magnitude to previous concurrent meta‐analyses that included various ages and languages. We found that alphanumeric RAN tasks were more strongly related to future reading than were non‐alphanumeric tasks, as well as that RAN significantly predicts all types of reading measures tested, but more strongly predicts real word than nonword reading. To assess the role of RAN’s unique predictive power, we also meta‐analyzed the semipartial correlations of early RAN with later reading when controlling for phonological awareness (PA); the result of rsp = −.25 demonstrates RAN’s significant, unique contribution beyond PA. These results support shared cognitive resource models in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines for based on these data for early screening for reading difficulties and dyslexia.
Rapid automatized naming (RAN) tasks have been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important. In this systematic review and meta-analysis (with N = 68 samples; k = 373 effect sizes; n = 10,513 participants), we test the extent to which measures of RAN assessed before grade school predict later reading performance in English-speaking children. We also test whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that kindergarten/preschool RAN is correlated with grade-school reading at r = -.38, similar in magnitude to previous meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks are particularly strongly related to future reading, as compared with non-alphanumeric tasks (p = .01) but that other features of the RAN task, such as the number of items, do not alter its predictive significance. RAN predicts all types of reading measures, but more strongly predicts real word than nonword reading (p < .001). These results support a shared cognitive resource model in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines based on these data for early screening for reading difficulties and dyslexia.
Objectives: Although Hangul, the Korean alphabet, is orthographically shallow, the phonological rules cause difficulties for dyslexic children in reading and writing. We investigated the difference in grapheme-phoneme conversion (GPC) of Korean words and nonce words when phonological rules are applied. Based on the dual route theory, we tried to explain the activation of the GPC route. Methods: We recorded EEGs from 28 native Korean adults while they were conducting a phoneme judgment task in which they were asked to decide whether the pronunciation of the visual word was identical to the corresponding auditory word. Response accuracy rate, reaction time, and N250 waveforms were analyzed for phonological processing in word recognition. Results: For the mean response accuracy rates and reaction times of the phoneme judgment task, there was a significant main effect of the stimulus word category and of the applied rules. The event-related potential (ERP) showed significantly smaller amplitude of N250 in words than in nonce-words. Specifically, for the words, the N250 waveform was smaller in incorrect pronunciation than with correct pronunciation. However, there was no significant effect in nonce words. Conclusion: The result provides support for the dual route model of reading and writing. In Korean word recognition, people automatically apply phonological rules with familiar words, however, GPC causes a delay when recognizing unfamiliar words.Word recognition refers to the basic ability to connect letters and phonemes to read words correctly and the difficulty in acquiring these decoding skills results in reading disabilities (Hallahan, Lloyd, Kauffman, Weiss, & Martinez, 2005). Many studies have examined the real-time process of word recognition by analyzing phonological characteristics in different languages and made attempts to use the results for the therapeutic interventions of language disorders. McPherson, Ackerman, Holcomb, and Dykman (1998) have revealed the phonological processing ability of reading disabled adolescents by conducting a rhyme task to identify the area and the characteristics of their brain. And Moura, Moreno, Pereira, and Simões (2015) demonstrated that reading difficulty in dyslexic children are caused by the impairment of phonological processing. Bonte and Blomert (2004) found from their event-related potentials (ERP) study that dyslexics differ from normal readers in phonetic/phonological processing. Saralegui et al. (2014)'s functional magnetic resonance imaging (fMRI) study has shown that children with dyslexia have an impaired phonological route and compensate this disability by activating the orthographical route in both hemispheres.As nonce words are known to go through the grapheme-to-phoneme conversion (GPC) route which is different from words, the comparison between words and nonce words is necessary in order to examine the phonological process of word recognition based on the dual route theory (Coltheart, 2006). Dyslexic children with impairment in the phonological route typic...
This work was supported by the BK21 Plus funded by the Ministry of Education of Korea. Objectives: The purpose of this study was to explore the characteristics of the types and token of substantives in storybooks and to provide suggestions on the use of wordlists based on storybooks. Methods: Twenty-six books in each of three age groups (0-2, 3-4, and 5-7) were selected out of a total of 78 storybooks. Among 14,728 utterances in the selected storybooks, morphological analysis was conducted on 7,184 of the utterances to calculate the types and tokens of substantives including word classes such as common nouns (Common), proper nouns (Proper), dependent nouns (Dependent), pronouns (Pro), and numeral nouns (Numeral). An ANOVA was used to determine the differences in the types and tokens of each word class across age groups. Results: Substantives represented 38.2% and 26.8% of the types and tokens, respectively, with the storybooks for 3-to 4-year olds showing the highest the ratios of types and tokens. From greatest to smallest the order of types was Common> Proper> Dependent> Pro> Numeral and the frequency of tokens was Common> Pro> Dependent= Proper> Numeral. The types and tokens of all substantive word classes except for Numeral increased significantly with age. Conclusion: Storybooks, one of children's language input environments, provide a variety of and repeated exposure to substantives, increasing as the age of the storybooks increases, which may influence word acquisition and development in children.
This work was supported by the BK21 Plus funded by the Ministry of Education of Korea. Objectives: The purpose of this study was to investigate the characteristics of the types and tokens of predicates in storybooks and to provide suggestions on the use of storybook predicates in research and clinical practice. Methods: Twenty-six books from each age group of 0-2, 3-4, and 5-7 years were selected, totaling 78 storybooks. Morphological analysis was conducted on 5,388 utterances containing predicates including verbs (Verb), adjectives (Adj), auxiliary verbs (Aux Verb), auxiliary adjectives (Aux Adj), positive copular (P Copula), and negative copula (N Copula) in order to calculate the types and tokens of predicates across word classes and to determine the differences in the types and tokens of each word class across storybook age groups. Results: In the selected storybooks predicates represented 25.9% and 18.7% of the total types and tokens, respectively, with types and tokens increasing with age. The order of types from greatest to smallest across word classes was Verb > Adj > Aux Verb > Aux Adj > P Copula = N Copula and the frequency of tokens was Verb> Adj> Aux Verb> P Copula> Aux Adj > N Copula. Across storybook age groups both type and token frequency for verbs increased significantly with age and decreased significantly for adjectives, and for auxiliary predicates the types decreased significantly with age whereas the token frequency increased significantly with age. Conclusion: Results show that the type and token frequency of verbs and auxiliary verbs increases with age in these storybooks. Thus, storybooks provide a language input environment that may positively influence syntactic development in children.
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