Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties

Abstract

The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a “generic shutdown” hypothesis. Participants were 587 elementary schoolchildren (Grades 2–4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.

Marcadores Do Desempenho Em Leitura De Escolares Do Ensino Fundamental Público E Privado/ Reading Performance Markers of Students From Public and Private Elementary School

“…Esses fatores podem interferir no auto monitoramento durante a leitura além da prática em realiza-la, fazendo com que essas crianças demandem mais tempo para concluir essa atividade em sua totalidade, assim como, para o acesso ao A comparação do desempenho da variável velocidade de leitura entre os grupos demonstra que o ensino privado obteve médias superiores em relação ao ensino público, o que se reflete na menor velocidade para a leitura dos textos pelo ensino privado. Tal fato tende ser explicado pelo acesso à informação via input visual na tentativa de realizar a decodificação pelos escolares pertencentes ao ensino público (SIDERIDIS, SIMOS, MOUZAKI, STAMOVLASIS, GEORGIOU, 2019). Deve-se considerar que a falta de domínio para o uso das rotas de acesso a informação condiciona as crianças a lerem palavras irregulares sem o devido acesso prévio à memória lexical, mas sim por meio de mecanismos compensatórios de leitura (OLIVEIRA, GERMANO, CAPELLINI, 2016;REBELLO, et al, 2019).…”