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Different RAN components relate to reading at different points in time

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Abstract

The present 10-year longitudinal study examined how rapid automatized naming (RAN) components—articulation time and pause time—relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word reading efficiency, phonemic decoding efficiency, and text reading fluency). The results indicated first that a substantial amount of variance in reading fluency was accounted for by what articulation time and pause time shared. In addition, the unique contribution of pause time to reading fluency decreased across time and the unique contribution of articulation time increased across time. Viewed in conjunction with the developmental changes in the RAN components, our findings suggest that the RAN tasks are processed and executed in different ways across time.

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Acknowledgments

This research was supported in part by Grants from the Faculty of Education, University of Alberta to G. Georgiou and the Cyprus Research Promotion Foundation to T. Papadopoulos. The authors would like to thank the principals, the teachers, and the children for their participation in this study.

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Authors and Affiliations

  1. Department of Educational Psychology, 6-102 Education North, University of Alberta, Edmonton, AB, T6G 2G5, Canada

    George K. Georgiou

  2. Department of Psychology, Center for Applied Neuroscience, University of Cyprus, Nicosia, Cyprus

    Timothy C. Papadopoulos & Eleni L. Kaizer

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  1. George K. Georgiou
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  2. Timothy C. Papadopoulos
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  3. Eleni L. Kaizer
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Correspondence to George K. Georgiou.

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Georgiou, G.K., Papadopoulos, T.C. & Kaizer, E.L. Different RAN components relate to reading at different points in time. Read Writ 27, 1379–1394 (2014). https://doi.org/10.1007/s11145-014-9496-1

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