Powell, D;
Stainthorp, R;
Garwood, H;
Quinlan, P;
Stuart, M;
(2007)
An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading.
Journal of Experimental Child Psychology
, 98
(1)
pp. 46-68.
10.1016/j.jecp.2007.04.003.
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Abstract
Two studies investigated the degree to which the relationship between rapid automatized naming (RAN) performance and reading development is driven by shared phonological processes. Study 1 assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds. Results showed that RAN deficits occurred in the absence of phonological awareness deficits. These were accompanied by modest reading delays. In structural equation modeling, solutions where RAN was subsumed within a phonological processing factor did not provide a good fit to the data, suggesting that processes outside phonology may drive RAN performance and its association with reading. Study 2 investigated Kail’s proposal that speed of processing underlies this relationship. Children with single RAN deficits showed slower speed of processing than did closely matched controls performing normally on RAN. However, regression analysis revealed that RAN made a unique contribution to reading even after accounting for processing speed. Theoretical implications are discussed.
| Type: | Article |
|---|---|
| Title: | An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jecp.2007.04.003 |
| Publisher version: | http://dx.doi.org/10.1016/j.jecp.2007.04.003 |
| Language: | English |
| Additional information: | Copyright © 2007. This manuscript version is published under a Creative Commons Attribution Non-commercial Non-derivative 4.0 International licence (CC BY-NC-ND 4.0). This licence allows you to share, copy, distribute and transmit the work for personal and non-commercial use providing author and publisher attribution is clearly stated. Further details about CC BY licences are available at http://creativecommons.org/licenses/by/4.0. |
| Keywords: | Reading development; Visual word recognition; Rapid automatized naming; Phonological processes; Speed of processing |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1506985 |
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