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Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?

Powell, D; Stainthorp, R; Stuart, M; (2014) Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks? Scientific Studies of Reading , 18 (3) pp. 192-207. 10.1080/10888438.2013.862249. Green open access

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Abstract

The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of subword letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems and raise questions about reading strategies in this group.

Type: Article
Title: Deficits in Orthographic Knowledge in Children Poor at Rapid Automatized Naming (RAN) Tasks?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10888438.2013.862249
Publisher version: http://dx.doi.org/10.1080/10888438.2013.862249
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on 24 February 2014, available online: http://www.tandfonline.com/10.1080/10888438.2013.862249.
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/1493079
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