ERIC Number: EJ1391508
Record Type: Journal
Publication Date: 2023-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: EISSN-1557-5144
Are Both Object and Alphanumeric Rapid Automatized Naming Measures Required to Predict Word Reading Fluency in German Prereaders?
Journal of Psychoeducational Assessment, v41 n7 p811-827 Oct 2023
Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children's oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.
Descriptors: Naming, Reading Fluency, Oral Reading, Grade 1, Grade 2, Reading Skills, Elementary School Students, Silent Reading, Predictive Validity, German, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A