How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis

Song, Shuang; Georgiou, George K.; Su, Mengmeng; Shu, Hua

doi:10.1080/10888438.2015.1088543

Cited by 105 publications

(79 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding is in line with those of previous studies conducted by Koponen and colleagues (Koponen et al, 2007, 2013, 2016, which showed that RAN was related with reading and single-digit calculation fluency, but not with multi-digit calculation (Koponen et al, 2007). Although single-digit calculation is needed to obtain intermediate answers in multi-digit calculation, understanding place value, the ability to retrieve procedural knowledge, the use of algorithms, and monitoring multistep processes are required in multi-digit calculation.…”

Section: Discussionsupporting

confidence: 93%

“…We found a positive and significant relationship (r = .37) between RAN and mathematics and the effect size was large (Cohen, 1988). Interestingly, the average size of the RAN-mathematics relationship is close to that reported in previous meta-analyses of RAN and reading (Araújo et al, 2015;Scarborough, 1998;Song et al, 2016;Swanson et al, 2003).…”

Section: Discussionsupporting

confidence: 89%

See 1 more Smart Citation

A meta-analysis of the relation between RAN and mathematics.

Koponen¹,

Georgiou²,

Salmi³

et al. 2017

Journal of Educational Psychology

View full text Add to dashboard Cite

Several studies have shown that rapid automatized naming (RAN) is a significant predictor of mathematics, but the nature of their relationship remains elusive. Thus, the purpose of this meta-analysis was to estimate the size of their relationship and determine the conditions under which they correlate. We used a random-effects model analysis of data from 38 studies (33 unique samples, 151 correlations, 7,135 participants) to examine the size of the RAN-mathematics relationship and the role of different moderators (i.e., math measure and variable, type of RAN task, math age, study design, and sample characteristics). The results showed a significant correlation between RAN and mathematics (r ϭ .37; 95% confidence interval ) as well as a large heterogeneity of individual correlations. The results also revealed that RAN produced stronger correlations with arithmetic calculation tasks than with general achievement tests; stronger correlations with single-digit calculation tasks than multidigit calculation tasks; and stronger correlations with math fluency tasks than math accuracy tasks. The effect of these moderators suggests that part of the reason why RAN predicts mathematics is that they both require quick access to and retrieval of phonological representations from long-term memory. Our findings also suggest that RAN objects or colors can be used as early predictors of mathematical skill, especially of arithmetic fluency.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 89%

A meta-analysis of the relation between RAN and mathematics.

Koponen¹,

Georgiou²,

Salmi³

et al. 2017

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…RAN is related to reading abilities (Di Filippo et al, , ; Helland & Morken, ; Papadopoulos, Spanoudis, & Georgiou, ; Peterson et al, ; Zoccolotti, De Luca, & Spinelli, ) regardless of the type of stimulus to be named (Landerl et al, ; Papadopoulos et al, ; van den Bos, Zijlstra, & Spelberg, ). Some studies and meta‐analyses suggest, however, that alphanumeric RAN stimuli are more strongly related to reading than are nonalphanumeric stimuli (Araújo, Reis, Petersson, & Faísca, ; Georgiou, Aro, Liao, & Parrila, ; Song, Georgiou, Su, & Hua, ). Mainly for languages with regular orthographies, RAN speed is significantly related to the acquisition of both sublexical and lexical strategies in reading (Gasperini, Brizzolara, Cristofani, Casalini, & Chilosi, ; Zoccolotti et al, ; Zoccolotti, De Luca, Marinelli, & Spinelli, ).…”

Section: Introductionmentioning

confidence: 99%

Training RAN or reading? A telerehabilitation study on developmental dyslexia

et al. 2019

View full text Add to dashboard Cite

Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties.

show abstract

“…In contrast with alphabetic readers, readers of Chinese cannot rely heavily on mappings between orthography and sound because these mappings are unreliable (Tong & McBride‐Chang, ). Consequently, though phonological awareness is a significant concurrent (McBride‐Chang et al., ; Shu, Peng, & McBride‐Chang, ; Tong et al., ) and longitudinal (Pan et al., , ) predictor of reading in Chinese, this relationship is weaker ( r = 0.36; Song, Georgiou, Su, & Hua, ) than in alphabetic languages (e.g., r = 0.57; Melby‐Lervag, Lyster, & Hulme, ). Furthermore, this relationship is not always significant after controlling for other reading‐related skills including rapid naming, orthographic skills, and morphological awareness (Tong et al., ; Yeung et al., , ).…”

Section: Introductionmentioning

confidence: 99%

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Hulme

Zhou

Tong

et al. 2018

Developmental Science

View full text Add to dashboard Cite

This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary-school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.

show abstract

How Well Do Phonological Awareness and Rapid Automatized Naming Correlate With Chinese Reading Accuracy and Fluency? A Meta-Analysis

Cited by 105 publications

References 94 publications

A meta-analysis of the relation between RAN and mathematics.

A meta-analysis of the relation between RAN and mathematics.

Training RAN or reading? A telerehabilitation study on developmental dyslexia

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

Contact Info

Product

Resources

About