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An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading

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. Green open access

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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
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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