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Direct linkCohen-Mimran, Ravit; Yifat, Rachel; Banai, Karen – Journal of Research in Reading, 2021
Background: The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that…
Descriptors: Naming, Reading Processes, Reading Tests, Kindergarten
Inoue, Tomohiro; Zhang, Su-Zhen; Georgiou, George K. – Educational Psychology, 2022
We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatised naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents' expectations, family's socioeconomic status [SES]), and pinyin letter knowledge in…
Descriptors: Psycholinguistics, Family Environment, Phonological Awareness, Direct Instruction
Zugarramurdi, Camila; Fernández, Lucía; Lallier, Marie; Valle-Lisboa, Juan Carlos; Carreiras, Manuel – Developmental Psychology, 2022
Reading acquisition is based on a set of preliteracy skills that lay the foundation for future reading abilities. Phonological awareness--the ability to identify and manipulate the sound units of oral language--has been reported to play a central role in reading acquisition. However, current evidence is mixed with respect to its universal…
Descriptors: Phonological Awareness, Reading Skills, Spanish, Longitudinal Studies
Huschka, Sina S.; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus – Reading and Writing: An Interdisciplinary Journal, 2021
We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; M[subscript age] = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten,…
Descriptors: Reading Fluency, Reading Comprehension, German, Kindergarten
Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M. – European Early Childhood Education Research Journal, 2016
Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…
Descriptors: Foreign Countries, Word Recognition, Reading Instruction, Elementary School Students
Juul, Holger; Poulsen, Mads; Elbro, Carsten – Journal of Educational Psychology, 2014
Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…
Descriptors: Predictor Variables, Beginning Reading, Reading Rate, Word Recognition
Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2018
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…
Descriptors: Family Environment, Emergent Literacy, Reading Skills, Reading Fluency
Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki – Scientific Studies of Reading, 2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Reading Rate
