The anatomy of the RAN-reading relationship

Georgiou, George K.; Parrila, Rauno; Papadopoulos, Timothy C.

doi:10.1007/s11145-016-9653-9

Cited by 41 publications

(33 citation statements)

References 70 publications

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“…Rapid automatized naming (RAN) is a process that in previous research, it has been found to correlate with reading ability both concurrently (e.g., Georgiou, Parrila, & Papadopoulos, ; Moll et al, ; Vaessen & Blomert, ) and over time (e.g., Georgiou, Papadopoulos, & Kaizer, ; Landerl et al, ; Lervåg & Hulme, ). However, findings are not consistent, and it is still not clear why and to what extent RAN relates to reading.…”

Section: Introductionmentioning

confidence: 99%

Rapid automatized naming in a developmental perspective between ages 4 and 10

2019

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During the last decades, rapid automatized naming (RAN) has been widely examined as a predictor of reading ability, but very few studies have examined the development of RAN itself. The present study followed children from ages 4 until 10, focusing on RAN performance in a developmental perspective. Relations within and between alphanumeric and nonalphanumeric RAN were investigated both concurrently and over time. The result shows that individual differences in RAN objects are stable between ages 4 and 10, with the most rapid growth of mean performance between ages 4 and 6. Early performance on RAN objects predicts both performance on RAN digits and RAN letters at age 8 and the further development between ages 8 and 10. Further, low‐performing children at age 4 develop their performance on RAN digits and RAN letters later compared with high‐performing children, and RAN digits performance reaches a plateau earlier than RAN letters performance.

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Section: Introductionmentioning

confidence: 99%

Rapid automatized naming in a developmental perspective between ages 4 and 10

2019

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“…The few studies that considered multiple pathways between RAN and reading have provided mixed findings (e.g., Cutting and Denckla, 2001; Holland et al, 2004; Juul et al, 2014; Georgiou et al, 2016). Cutting and Denckla (2001), for example, found that RAN, phonological awareness, and orthographic processing all had direct effects on reading and that RAN had no direct effects on either phonological awareness or orthographic processing.…”

Section: Introductionmentioning

confidence: 99%

“…If the role of these processing skills in the RAN-reading relationship changes (e.g., the role of phonological processing decreasing across time and the role of orthographic processing increasing across time), then a longitudinal study is needed to capture these developmental changes. Third, the few studies that contrasted rival theoretical accounts of the RAN-reading relationship have recruited children from Grade 3 or higher (e.g., Cutting and Denckla, 2001; Holland et al, 2004; Powell et al, 2007; Georgiou et al, 2016; see Juul et al, 2014, for an exception). However, evidence suggests that RAN exerts a stronger effect on word reading when assessed in the early grades (e.g., Kirby et al, 2003; Araújo et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

2016

Self Cite

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We examined the prominent theoretical explanations of the RAN-reading relationship in a relatively transparent language (Greek) in a sample of children (n = 286) followed from Grade 1 to Grade 2. Specifically, we tested the fit of eight different models, as defined by the type of reading performance predicted (oral vs. silent word reading fluency), the type of RAN tasks (non-alphanumeric vs. alphanumeric), and the RAN effects (direct vs. indirect). Working memory, attention, processing speed, and motor skills were used as “common cause” variables predicting both RAN and reading fluency and phonological awareness and orthographic processing were used as mediators of RAN's effects on reading fluency. The findings of both concurrent and longitudinal analyses indicated that RAN is a unique predictor of oral reading fluency, but not silent reading fluency. Using alphanumeric or non-alphanumeric RAN did not particularly affect the RAN-reading relationship. Both phonological awareness and orthographic processing partly mediated RAN's effects on reading fluency. Theoretical implications of these findings are discussed.

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“…Nevertheless, the interpretation of RAN and reading relationship remains controversial. The phonological processing, the orthographic processing, and the speed of processing accounts have been the most prominent theoretical accounts of the RAN-reading relationship (Georgiou et al, 2016; .…”

Section: Discussionmentioning

confidence: 99%

Rapid Automatized Naming (RAN) and Vocabulary are significant predictors of reading in consisting orthographies: A comparison of reading acquisition procedures in Bulgarian and Spanish

López-Escribano

Иванова

Shtereva

2018

EJREP

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Introducción. El presente estudio presenta la descripción de dos lenguas tipológicamente diferentes en origen (eslavo y latín), alfabeto (cirílico y romano) y estructura. Una de las similitudes entre las dos lenguas es que la transparencia entre la correspondencia grafemafonema es muy consistente en ambas. El objetivo del presente estudio fue presentar una comparación del aprendizaje de la lectura en las dos lenguas. Concretamente, el estudio comparó la importancia de varios predictores en el desarrollo de la lectura en niños aprendiendo a leer en dos ortografías consistentes (Búlgaro y Español).Método. Un total de 157 niños, hablantes nativos del búlgaro (n=80) y español (n=77), participaron en el estudio, procedentes de tres escuelas públicas (una en Sofía y dos en Madrid) localizadas en áreas de clase social media. Los análisis de correlación y regresión realizados muestran que los datos de los niños Búlgaros y Españoles en eficiencia y velocidad lectora fueron explicados por las mismas variables.Resultados. Los análisis realizados mostraron que la velocidad de nombrar letras (VN-L) juega un rol importante en la predicción de la fluidez y eficiencia lectora en ambas lenguas. Además, el vocabulario es la variable que mejor explica la comprensión lectora, igualmente importante para los aprendices en ambas ortografías. Los resultados mostraron que cuando se evalúan predictores de la lectura equivalentes, los componentes básicos de la fluidez y de habilidades superiores de la lectura (comprensión lectora) son muy similares en las dos ortografías consistentes estudiadas.Discusión y conclusiones. Se discuten las implicaciones teóricas y prácticas que subrayan la importancia de la evaluación e intervención en la VN y el vocabulario en los primeros cursos de primaria.

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The anatomy of the RAN-reading relationship

Cited by 41 publications

References 70 publications

Rapid automatized naming in a developmental perspective between ages 4 and 10

Rapid automatized naming in a developmental perspective between ages 4 and 10

How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Rapid Automatized Naming (RAN) and Vocabulary are significant predictors of reading in consisting orthographies: A comparison of reading acquisition procedures in Bulgarian and Spanish

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