Abstract
Purpose: This study investigated how correlations between rapid automatized naming (RAN) and reading depend on characteristics of the stimuli. RAN tasks using stimuli with high phonological demands were predicted to be the strongest correlates of decoding efficiency, while high semantic demands were predicted to lead to stronger correlations with comprehension. Method: At two time points, 132 Grade 2 children completed four different RAN versions, two using letter stimuli (low semantic load) and two using object stimuli (high semantic load). Both types of stimuli were used in either a repeated version, where a set of four items were repeated multiple times (low semantic load), or in a unique version, where each item appeared only once (high semantic load). Decoding efficiency and reading comprehension were assessed in Grade 5. Results: Analyses showed that confirmatory factor models with separate factors for each version provided better fit than grou** factors according to time point. Repetition (lowering semantic load) increased the longitudinal association between RAN objects and decoding efficiency. There was a tendency for conditions with higher semantic load to correlate more strongly with reading comprehension after control for decoding efficiency, but the differences were not significant. Conclusion: The results indicate that increasing semantic load weakens the relationship with decoding efficiency.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Altani, A., Protopapas, A., & Georgiou, G. K. (2018). Using serial and discrete digit naming to unravel word reading processes. Frontiers in Psychology, 9(524), https://doi.org/10.3389/fpsyg.2018.00524.
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: a meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/10.1037/edu0000006.
Araújo, S., & Faísca, L. (2019). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading, 23(5), 349–368. https://doi.org/10.1080/10888438.2019.1572758.
Boersma, P., & Weenink, D. (2014). Praat: Doing phonetics by computer (Version 5.3.77) [Computer program]. http://www.praat.org/
Bowey, J. A. (2005). Predicting individual differences in learning to read. In M. J. Snowling, & C. Hulme (Eds.), The science of reading: a handbook (1st ed., pp. 155–172). Blackwell.
Bowey, J. A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading, 28(4), 400–422. https://doi.org/10.1111/j.1467-9817.2005.00278.x.
Castles, A., & Nation, K. (2022). Learning to read words. In M. J. Snowling (Ed.), The science of reading: a handbook (2nd. ed., pp. 148–164). John Wiley & Sons.
de Jong, P. F. (2011). What discrete and serial rapid automatized naming (RAN) can reveal about reading. Scientific Studies of Reading, 15, 314–337. https://doi.org/10.1080/10888438.2010.485624.
de Jong, P. F., & van den Boer, M. (2021). The relation of visual attention span with serial and discrete rapid automatized naming and reading. Journal of Experimental Child Psychology, 207, 105093. https://doi.org/10.1016/j.jecp.2021.105093.
Di Filippo, G., Zoccolotti, P., & Ziegler, J. C. (2008). Rapid naming deficits in dyslexia: a stumbling block for the perceptual anchor theory of dyslexia. Developmental Science, 11(6), F40–47. https://doi.org/10.1111/j.1467-7687.2008.00752.x.
Elbro, C., de Jong, P. F., Houter, D., & Nielsen, A. M. (2012). From spelling pronunciation to lexical access: a second step in word decoding? Scientific Studies of Reading, 16, 341–359. https://doi.org/10.1080/10888438.2011.568556.
Florit, E., & Cain, K. (2011). The simple view of reading: is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23(4), 553–576. https://doi.org/10.1007/s10648-011-9175-6.
Francis, W. S. (2014). Repetition priming in picture naming: sustained learning through the speeding of multiple processes. Psychonomic Bulletin & Review, 21(5), 1301–1308. https://doi.org/10.3758/s13423-014-0610-9.
Georgiou, G. K., Parrila, R., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, (0), –. https://doi.org/10.1016/j.jecp.2012.10.015.
Georgiou, G. K., & Parrila, R. (2020). What mechanism underlies the rapid automatized naming–reading relation? Journal of Experimental Child Psychology, 194, 104840–104840. https://doi.org/10.1016/j.jecp.2020.104840.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104.
Griffin, Z. M., & Ferreira, V. (2006). Properties of spoken language production. In M. Traxler, & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed., pp. 21–60). Academic Press.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/10.1007/bf00401799.
Jones, M. W., Obregón, M., Louise Kelly, M., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: an eye-tracking study. Cognition, 109(3), 389–407. https://doi.org/10.1016/j.cognition.2008.10.005.
Juul, H., Poulsen, M., & Elbro, C. (2014). Separating speed from accuracy in beginning reading development. Journal of Educational Psychology, 106(4), 1096–1106. https://doi.org/10.1037/a0037100.
Kirby, J. R., Georgiou, G. K., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: from prediction to instruction. Reading Research Quarterly, 45(3), 341–362. https://doi.org/10.1598/rrq.45.3.4.
Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. https://doi.org/10.1037/0022-0663.100.1.150.
Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220–234. https://doi.org/10.1080/10888438.2018.1510936.
Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75. https://doi.org/10.1017/S0140525X99001776.
Logan, J., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: the role of lexical access. Reading and Writing: An Interdisciplinary Journal, 24, 1–25. https://doi.org/10.1007/s11145-009-9199-1.
Logan, J. A. R., & Schatschneider, C. (2013). Component processes in reading: shared and unique variance in serial and isolated naming speed. Reading and Writing: An Interdisciplinary Journal, 1–18. https://doi.org/10.1007/s11145-013-9475-y.
Moll, K., Ramus, F., Bartling, J., Bruder, J., Kunze, S., Neuhoff, N., Streiftau, S., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., Tóth, D., Honbolygó, F., Csépe, V., Bogliotti, C., Iannuzzi, S., Démonet, J. F., Longeras, E., Valdois, S., George, F., & Landerl, K. (2014). Cognitive mechanisms underlying reading and spelling development in five european orthographies. Learning and Instruction, 29(0), 65–77. https://doi.org/10.1016/j.jecp.2012.11.012.
Møller, L. (2013). Tekstlæseprøve 1–8 [Text reading test 1–8]. Hogrefe Psykologisk Forlag.
Nielsen, A. M. V., & Juul, H. (2015). Predictors of early versus later spelling development in danish. Reading and Writing. https://doi.org/10.1007/s11145-015-9591-y.
Oberauer, K., Lewandowsky, S., Awh, E., Brown, G. D. A., Conway, A., Cowan, N., Donkin, C., Farrell, S., Hitch, G. J., Hurlstone, M. J., Ma, W. J., Morey, C. C., Nee, D. E., Schweppe, J., Vergauwe, E., & Ward, G. (2018). Benchmarks for models of short-term and working memory. Psychological Bulletin, 144(9), 885–958. https://doi.org/10.1037/bul0000153.
Poulsen, M., & Elbro, C. (2013). What’s in a name depends on the type of name: the relationships between semantic and phonological access, reading fluency and reading comprehension. Scientific Studies of Reading, 17(4), 303–314. https://doi.org/10.1080/10888438.2012.692743.
Poulsen, M., Juul, H., & Elbro, C. (2015). Multiple mediation analysis of the relationship between rapid naming and reading. Journal of Research in Reading, 38(2), 124–140. https://doi.org/10.1111/j.1467-9817.2012.01547.x.
Poulsen, M., Nielsen, A. M. V., Juul, H., & Elbro, C. (2017). Early identification of reading difficulties: a screening strategy that adjusts the sensitivity to the level of prediction accuracy. Dyslexia, 23(3), 251–267. https://doi.org/10.1002/dys.1560.
Poulsen, M., & Elbro, C. (2018). The short- and long-term predictions of reading accuracy and speed from paired-associate learning. Journal of Experimental Child Psychology, 174, 77–89. https://doi.org/10.1016/j.jecp.2018.05.007.
Preacher, K. J. (2006). Testing complex correlational hypotheses with structural equation models. Structural equation modeling, 13(4), 520–543. https://doi.org/10.1207/s15328007sem1304_2.
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116(4), 914–929. https://doi.org/10.1016/j.jecp.2013.08.004.
Protopapas, A., Katopodi, K., Altani, A., & Georgiou, G. K. (2018). Word reading fluency as a serial naming task. Scientific Studies of Reading, 22(3), 248–263. https://doi.org/10.1080/10888438.2018.1430804.
Roelofs, A. (2013). WEAVER + + and other computational models of lemma retrieval and word-form encoding. In L. Wheeldon (Ed.), Aspects of language production (pp. 71–114). Psychology Press.
Rosseel, Y. (2012). lavaan: an R package for structural equation modeling. Journal of Statistical Software, 48(1), 1–36. http://www.jstatsoft.org/v48/i02/.
Seymour, P. H. K., Aro, M., Erskine, J. M., & COST Action A8 network. (2003). Foundation literacy acquisition in european orthographies. British Journal of Psychology, 94, 143–174. https://doi.org/10.1348/000712603321661859.
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th edition; international edition. ed.). Pearson Education.
R Core Team (2016). R: A language and environment for statistical computing (Version 4.1.2) [Computer program]. R Foundation for Statistical Computing. https://www.r-project.org
van den Boer, M., & de Jong, P. F. (2015). Parallel and serial reading processes in children’s word and nonword reading. Journal of Educational Psychology, 107(1), 141–151. https://doi.org/10.1037/A0037101.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers’ phonological processing abilities. Journal of Educational Psychology, 85, 83–103.
Acknowledgements
This research was supported by the University of Copenhagen (Programme of Excellence).
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Poulsen, M., Protopapas, A. & Juul, H. How RAN stimulus type and repetition affect RAN’s relation with decoding efficiency and reading comprehension. Read Writ 37, 89–102 (2024). https://doi.org/10.1007/s11145-023-10421-7
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11145-023-10421-7