The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children

Georgiou, George K.; Aro, Mikko; Liao, Chen-Huei; Parrila, Rauno

doi:10.1080/10888438.2014.956927

Cited by 17 publications

(17 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Across the two first-grade assessments, we also observed a number of interactions between RAN and PA (RAN at T1 predicted PA at T2 in English and German and PA at T1 predicted RAN at T2 in Greek), showing that the two constructs are not completely independent from each other (Wolf & Bowers, 1999). Although the current findings are not informative with respect to the mechanisms underlying the RAN-reading relationship, this consistent pattern across orthographies indicates that RAN taps a universal mechanism that is of similar relevance in learning to read across alphabetic orthographies, irrespective of differences in their complexity (see Georgiou et al, 2015, for a similar finding). The results of the current study also confirm earlier evidence that RAN is the best predictor of reading fluency across orthographies (e.g., Furnes & Samuelsson, 2009;Georgiou et al, 2008;Moll et al, 2014).…”

Section: Discussionmentioning

confidence: 49%

“…Cross-sectional studies comparing several alphabetic orthographies provided empirical support for the hypothesis that PA may indeed be less relevant in consistent than in inconsistent orthographies (Landerl et al, 2013;Vaessen et al, 2010;Ziegler et al, 2010), whereas the RAN-reading relationship was either not modulated by orthography (Vaessen et al, 2010;Ziegler et al, 2010) or found to be stronger in inconsistent compared to more consistent orthographies (Georgiou, Aro, Liao, & Parrila, 2015;Landerl et al, 2013;Moll et al, 2014; see also the meta-analysis by Araùjo et al, 2015).…”

mentioning

confidence: 93%

See 1 more Smart Citation

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

Landerl

Freudenthaler

Heene

et al. 2018

Scientific Studies of Reading

Self Cite

224

187

View full text Add to dashboard Cite

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA-reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity. Phonological awareness (PA) and rapid automatized naming (RAN) have consistently been found to be closely associated with children's reading development explaining unique variance in children's reading skills above and beyond general factors like age and nonverbal IQ (Araújo, Reis, Petersson, & Faísca, 2015; Melby-Lervåg, Lyster, & Hulme, 2012; Norton & Wolf, 2012). PA refers to the ability to identify and manipulate phonological segments in spoken words, and RAN denotes the ability to name serial displays of letters, digits, pictured objects, or colors as quickly as possible. PA is important as all orthographic systems represent phonological units in one way or another. Children with deficient access to the relevant phonological units will have problems to fully understand the mappings between a certain spoken language and its orthography and training of PA seems to improve reading outcomes (e.g., Suggate, 2016). An important and as yet unresolved issue is whether PA precedes reading acquisition or whether it evolves as a consequence or during the course of learning to read (

show abstract

Section: Discussionmentioning

confidence: 49%

mentioning

confidence: 93%

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

Landerl

Freudenthaler

Heene

et al. 2018

Scientific Studies of Reading

Self Cite

224

187

View full text Add to dashboard Cite

show abstract

“…In their study on Italian children, Di Filippo and colleagues [ 9 ] found no predictive role of articulation rate on reading performance, whereas the association between RAN and reading was confirmed. Furthermore, Georgiou and colleagues [ 48 ] recently found that pause time in the RAN task explained more reading speed variance than articulation time in transparent orthographies, such as Greek and Finnish.…”

Section: Discussionmentioning

confidence: 99%

Rapid Automatized Naming, Verbal Working Memory, and Rhythm Discrimination as Predictors of Reading in Italian Undergraduate Students with and without Dyslexia

Cancer

Antonietti

2018

Brain Sciences

View full text Add to dashboard Cite

Whereas the clinical manifestations and the neuropsychological predictors of Developmental Dyslexia (DD) are already well documented in Italian-speaking children, empirical evidence on DD in Italian adults is in contrast rather scarce. The aim of the present study was to investigate the role of a subset of neuropsychological skills, which have been identified by previous literature to be related to reading, in the decoding abilities of a group of Italian undergraduates with and without DD. For this purpose, 39 university students aged between 19 and 27 years, 19 of whom with a diagnosis of DD, underwent an assessment battery including standardized reading tests, rapid automatized naming (RAN), verbal working memory, and rhythmic pattern discrimination tests. Cross-group differences confirmed significantly lower performances of undergraduates with DD in all measures but rhythm discrimination, compared to typical readers, thus showing a non-compensated neuropsychological profile. Regression analyses showed that, while reading speed was strongly and uniquely predicted by RAN speed, reading accuracy was concurrently predicted by RAN and rhythmic abilities. Finally, RAN speed emerged as a strong predictor of reading performance and risk of receiving a diagnosis of DD.

show abstract

“…In addition, studies have suggested that 60% to 75% of individuals with reading disabilities exhibit RAN deficits (de Groot, van den Bos, Minnaert, & van der Meulen, 2015; Katzir, Kim, Wolf, Morris & Lovett, 2008; Waber, Forbes, Wolf & Weiler, 2004; Wolf et al, 2002). These strong relationships, which hold across languages (Georgiou et al, 2008; Georgiou, Aro, Liao, & Parrila, 2015; Moll, Ramus, Bartling, Bruder, Kunze et al, 2014; Tan et al, 2005), together with the clinical efficiency of the task itself, which takes less than 5 minutes to administer, make understanding the causal underpinnings of the RAN-reading association a significant goal.…”

mentioning

confidence: 99%

Eye-Movement Control in RAN and Reading

Kuperman

Dyke

Henry

2016

Scientific Studies of Reading

View full text Add to dashboard Cite

The present study examined the visual scanning hypothesis, which suggests that fluent oculomotor control is an important component underlying the predictive relationship between Rapid Automatized Naming (RAN) tasks and reading ability. Our approach was to isolate components of saccadic planning, articulation, and lexical retrieval in three modified RAN tasks. We analyzed two samples of undergraduate readers (age 17–27), we evaluated the incremental contributions of these components and found that saccadic planning to non-linguistic stimuli alone explained roughly one-third of the variance that conventional RAN tasks explained in eye-movements registered during text reading for comprehension. We conclude that the well-established predictive role of RAN for reading performance is in part due to the individual ability to coordinate rapid sequential eye-movements to visual non-linguistic stimuli.

show abstract

The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children

Cited by 17 publications

References 27 publications

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency

Rapid Automatized Naming, Verbal Working Memory, and Rhythm Discrimination as Predictors of Reading in Italian Undergraduate Students with and without Dyslexia

Eye-Movement Control in RAN and Reading

Contact Info

Product

Resources

About