Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German

Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus

doi:10.1007/s11145-021-10145-6

Cited by 6 publications

(5 citation statements)

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“…Phonological awareness is one component of phonological information processing that is highly significant for the prediction of reading deficits in the international English-dominated literature [e.g., ( 83 ) for an overview]; in more consistent orthographies, such as Italian or German, word reading deficits are primarily predicted by the measures of letter knowledge and RAN ( 54 , 84 , 85 ). The prediction of reading performance at word level by vocabulary and grammar, summarized as linguistic competencies ( 34 ), was confirmed in the present study for the German language.…”

Section: Discussionmentioning

confidence: 99%

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

et al. 2022

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BackgroundReading is a crucial competence associated with academic development, mental health, and social adaptation. Reading difficulties are often detected at a late stage, with a possible negative impact on long-term reading development and secondary developmental disadvantages. The first manifestations of reading difficulties can be identified by word reading deficits in first and second grade, paving the way for specific interventions. For widespread implementation, instruments must be easy to use and motivating for children.ObjectivesDevelopment and validation of an economical, well-accepted, and accurate screening tool composed of the domains of phonological information processing, language skills, and non-verbal intelligence in regular school settings.DesignIn 2020, the screening tool was used on a sample of 409 first graders between the second and fifth weeks of school in a one-to-one setting. Additionally, information on parental education and the use of German and/or other languages by the child was collected using a parental questionnaire. A follow-up involving the use of established standardized word reading tests was conducted at the end of the first school year.ResultsA five-variable screening tool consisting of the dimensions of phonological information processing (letter knowledge, rapid naming, and phonological awareness) and linguistic skills (receptive vocabulary and morphosyntax) showed statistical relevance (AUC = 0.78; sensitivity 0.80, specificity 0.74) for predicting word reading problems concerning reading speed (<16th percentile) at the end of first grade, whereas gender, first language, and age of first exposure to the German language did not contribute to the prediction. The instrument was well accepted by the children and screeners and can be administered within an acceptable time frame.ConclusionWord reading deficits at the end of first grade can be predicted by the use of an app-based screening tool at school entry that includes phonological information processing and language skills. Further validation and assessment of empirical feasibility data are needed to support the screening instrument for German orthography.

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Section: Discussionmentioning

confidence: 99%

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

et al. 2022

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“…The second theory attributes the contribution of RAN to reading development to its association with orthographic processing, claiming that RAN reflects children's sensitivity to frequently encountered orthographic patterns (Bowers and Wolf, 1993;Bowers et al, 1999). Accumulated research evidence has repeatedly shown that RAN is an important predictor of children's early word reading fluency (e.g., Georgiou et al, 2008;Papadopoulos et al, 2009Papadopoulos et al, , 2016Furnes and Samuelsson, 2011;Landerl et al, 2019;Huschka et al, 2021).…”

Section: The Role Of Oral Language Skills In Early Reading Developmentmentioning

confidence: 99%

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: The Role Of Oral Language Skills In Early Reading Developmentmentioning

confidence: 99%

Early oral language precursors of different types of reading difficulties in a consistent orthography

et al. 2022

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The present longitudinal study examined whether early oral language skills of Greek-speaking children assessed in grade 1 can predict the type of reading difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and eighty-seven children with RD were assessed on phonological awareness (PA), morphological awareness (MA), rapid automatized naming (RAN), and vocabulary in the mid of grade 1. Children were classified in the two groups based on whether they scored consistently low (below the 25th percentile) or typically (above the 25th percentile) on standardized measures of text-reading fluency and reading comprehension at the end of grade 1 and the beginning of grade 2. Next, children with RD were assigned to two subgroups: the first group included children (N = 28) with predominantly reading fluency difficulties (RFD) and the second group included children (N = 59) with single reading comprehension difficulties (RCD). A series of binomial logistic regressions showed that children’s classification in an RD group than a TD group was predicted by PA, RAN, and vocabulary achievement. Subsequent multinomial logistic regressions indicated that vocabulary, PA, and MA predicted children’s classification in the RCD subgroup more than in the TD group. Furthermore, lower PA levels and higher RAN score predicted the classification of children in the RFD group than in the RCD or the TD group. These findings highlight the contribution of early oral language assessment to the identification of children with RD and specific types of RD. Theoretical implications for the role of oral language in reading will be discussed as well as practical implications for implementing customized interventions to match children’s educational needs on specific oral language deficits.

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Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German

Cited by 6 publications

References 61 publications

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

Predicting Word Reading Deficits Using an App-Based Screening Tool at School Entry

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

Early oral language precursors of different types of reading difficulties in a consistent orthography

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