Individual differences in RAN and reading: a response timing analysis

Individual differences in RAN and reading: a response timing analysis Thirty 8–11‐year‐old children were administered tests of rapid naming (RAN letters and digits) and reading‐related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average item duration nor average pause duration were unique predictors of reading skill. However, the number of pauses on digit naming predicted unique variance in exception word reading. Moreover, better readers paused more strategically than poorer readers (e.g. more often at the ends of lines). We suggest that rapid automatised naming may in part reflect differences in strategic control that are a result of differences in reading practice and experience. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Research in Reading Wiley

Individual differences in RAN and reading: a response timing analysis

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Publisher
Wiley
Copyright
Copyright © 2005 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0141-0423
eISSN
1467-9817
D.O.I.
10.1111/j.1467-9817.2005.00255.x
Publisher site
See Article on Publisher Site

Abstract

Thirty 8–11‐year‐old children were administered tests of rapid naming (RAN letters and digits) and reading‐related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average item duration nor average pause duration were unique predictors of reading skill. However, the number of pauses on digit naming predicted unique variance in exception word reading. Moreover, better readers paused more strategically than poorer readers (e.g. more often at the ends of lines). We suggest that rapid automatised naming may in part reflect differences in strategic control that are a result of differences in reading practice and experience.

Journal

Journal of Research in ReadingWiley

Published: May 1, 2005

References

  • Biological constraints on literacy acquisition
    Cossu, Cossu
  • Effects of semantic context in the naming of pictures and words
    Damian, Damian; Vigliocco, Vigliocco; Levelt, Levelt
  • Phases of development in learning to read words by sight
    Ehri, Ehri
  • The development of reading: As you seek so you will find
    Ellis, Ellis; Large, Large
  • The development of phonological skills
    Snowling, Snowling; Hulme, Hulme

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