Tracking the serial advantage in the naming rate of multiple over isolated stimulus displays

Altani, Angeliki; Protopapas, Athanassios; Katopodi, Katerina; Georgiou, George K.

doi:10.1007/s11145-019-09962-7

Cited by 16 publications

(39 citation statements)

References 54 publications

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“…Second, the items must be arranged in an array or grid and named in the left-to-right, row-by-row fashion that is analogous to reading in English. Naming items that are presented one at a time in a speeded manner (discrete naming) is not the same as the serial process of a true RAN task (Altani et al, 2020;de Jong, 2011;Logan et al, 2011;Protopapas et al, 2013), despite the fact that some studies call this "discrete RAN." Third, the RAN measure is usually based on time to complete the task.…”

Section: Defining Ran Tasksmentioning

confidence: 99%

Rapid automatized naming (RAN) as a kindergarten predictor of future reading: A systematic review and meta-analysis

McWeeny¹,

Choi²,

Choe³

et al. 2021

Preprint

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Rapid automatized naming (RAN) tasks have been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important. In this systematic review and meta-analysis (with N = 68 samples; k = 373 effect sizes; n = 10,513 participants), we test the extent to which measures of RAN assessed before grade school predict later reading performance in English-speaking children. We also test whether characteristics of the RAN tasks, reading measures, or sample demographics moderate this relationship. We found that kindergarten/preschool RAN is correlated with grade-school reading at r = -.38, similar in magnitude to previous meta-analyses that included various ages and languages. We found that alphanumeric RAN tasks are particularly strongly related to future reading, as compared with non-alphanumeric tasks (p = .01) but that other features of the RAN task, such as the number of items, do not alter its predictive significance. RAN predicts all types of reading measures, but more strongly predicts real word than nonword reading (p < .001). These results support a shared cognitive resource model in which the similarity between RAN and reading tasks accounts for their correlation. We provide practical guidelines based on these data for early screening for reading difficulties and dyslexia.

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Section: Defining Ran Tasksmentioning

confidence: 99%

Rapid automatized naming (RAN) as a kindergarten predictor of future reading: A systematic review and meta-analysis

McWeeny¹,

Choi²,

Choe³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Likewise, outcomes on the two kinds of measures should be almost identical. However, multiple studies have shown that this is not the case (e.g., de Jong, 2011;Protopapas et al, 2013;Altani et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Regarding the word-list reading of familiar words (i.e., short words of high frequency that are likely to be read by sight), multiple studies have shown that individual word recognition speed is only a moderate predictor of serial word reading rate (Protopapas et al, 2013;Altani et al, 2017Altani et al, , 2020. Additionally, several studies have shown that the relation between individual word recognition speed and serial word reading rate decreases over time (Protopapas et al, 2013(Protopapas et al, , 2018Altani et al, 2020). The predictive power of individual word recognition skill is weakened as children become more skilled readers and are able to read word lists more fluently (de Jong, 2011;Altani et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, several studies have shown that the relation between individual word recognition speed and serial word reading rate decreases over time (Protopapas et al, 2013(Protopapas et al, , 2018Altani et al, 2020). The predictive power of individual word recognition skill is weakened as children become more skilled readers and are able to read word lists more fluently (de Jong, 2011;Altani et al, 2020). This indicates that the reading processes underlying reading fluency of word lists change over time and skills other than individual word recognition speed become more important for fluent reading (see also van den Boer and de Jong, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, multiple studies have shown that serial digit naming is also a unique predictor of serial word reading rate (van den Boer et al, 2016;Altani et al, 2017Altani et al, , 2018 and explains additional variance beyond individual word recognition speed (de Jong, 2011;Protopapas et al, 2013;van den Boer and de Jong, 2015;Altani et al, 2020). Moreover, the correlation between serial digit naming and serial word reading rate is stable or even increasing over time (de Jong, 2011;Protopapas et al, 2013Protopapas et al, , 2018Altani et al, 2018Altani et al, , 2020.…”

Section: Introductionmentioning

confidence: 99%

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Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

2022

Self Cite

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In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate (familiar words), word-list reading fluency (increasingly difficult words), and sentence reading fluency. Word-level processes were individual word recognition speed (discrete word reading) and sequential processing efficiency (serial digit naming). Text-level processes were receptive vocabulary and syntactic skills. The results showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties.

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Modeling the Development of Reading Comprehension

Lervåg¹,

Melby‐Lervåg²

2022

The Science of Reading

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Tracking the serial advantage in the naming rate of multiple over isolated stimulus displays

Abstract: We thank Dimitris Sagris and Iliana Kolotoura for help administering the tasks and processing the responses in Greek, and Megan Boonstra for help administering the tasks and processing the responses in English.

Cited by 16 publications

References 54 publications

Rapid automatized naming (RAN) as a kindergarten predictor of future reading: A systematic review and meta-analysis

Rapid automatized naming (RAN) as a kindergarten predictor of future reading: A systematic review and meta-analysis

Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

Modeling the Development of Reading Comprehension

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