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1.
Tuire Koponen Kenneth Eklund Riikka Heikkilä Jonna Salminen Lynn Fuchs Douglas Fuchs Mikko Aro 《Child development》2020,91(4):1063-1080
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency. 相似文献
2.
Xiujie Yang 《教育心理学》2020,40(7):893-911
AbstractThe present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics was assessed with procedural arithmetic and arithmetic story problems. Among 86 Chinese kindergarteners, phonological processing skills explained 20% of the variance in character reading and 28% of the variance in word reading; they accounted for 8% of the variance in arithmetic and 11% of the variance in story problem performance. Specifically, findings further highlight the general importance of phonological awareness in early Chinese single character reading, word reading, simple arithmetic and story problems, and the specific role of RAN in single character reading and simple arithmetic.
- Highlights
Phonological awareness and rapid automatised naming explained unique variance in Chinese single character reading and procedural arithmetic.
Only phonological awareness significantly accounted for unique variance in Chinese word reading and arithmetic story problems.
The associations of phonological awareness with procedural arithmetic and arithmetic story problem were maintained even beyond other variables.
3.
We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed. 相似文献
4.
Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1–2 were tested three times (T1–T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading comprehension and reading fluency. The results demonstrated that both T1 morphological awareness and RAN directly and significantly explained a similar amount of variance in T3 reading comprehension and reading fluency. T1 Morphological awareness predicted T3 reading comprehension via T2 word-reading accuracy but not word-reading fluency, whereas the indirect influence of T1 RAN on T3 reading comprehension was not significant. In contrast, morphological awareness predicted reading fluency via word-reading accuracy and fluency, while RAN predicted it only via word-reading fluency not accuracy. The findings add to the growing literature by providing evidence of the similarities and differences in the cognitive underpinnings of reading comprehension versus reading fluency in Chinese children.
相似文献5.
The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing. 相似文献
6.
7.
The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions. 相似文献
8.
Vanessa Ramos-Christian Robert Schleser Mary E. Varn 《Early Childhood Education Journal》2008,35(6):543-549
Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship
between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study
aimed to investigate the relationship between cognitive ability and math fluency with 38 first and second grade elementary
aged children. Results demonstrate that preoperational children lacked the speed of concrete operational children but achieved
comparable levels of accuracy when completing arithmetic problems. 相似文献
9.
First-grade students (N = 221) were individually tested on a battery of cognitive and achievement measures of verbal fluency, visual attention, phonological awareness, orthographic recognition, rapid automatized naming (RAN) of letters and objects, and reading. All tests were subjected to postacquisition scoring, and all RAN measures were segregated into measures of articulation time, pause time, and consistency of the pause time. Structural equation modeling demonstrated that word reading was directly and significantly predicted by RAN letter naming and general RAN cognitive processing time of objects. Moreover, RAN letter reading constructs were significantly and directly predicted by the latent variables of phonological awareness, orthographic recognition, and general RAN object articulation and cognitive processing times. RAN letter naming constructs were also significantly and indirectly predicted by visual attention. The reading model was found to be consistent with a total mediation of the relation of phonological awareness and reading through RAN letter naming and supported the validity of the RAN letter naming subtest as a basic letter reading test. These findings supported the double-deficit hypothesis for letter reading. We suggest that phonological memory is a basic factor underlying general RAN cognitive processing time of objects and domain-specific information associated with phonemes and their graphic representations. 相似文献
10.
It is well established that rapid automatised naming (RAN) correlates with reading ability. Despite several attempts, no single component process (mediator) has been identified that fully accounts for the correlation. The present paper estimated the explanatory value of several mediators for the RAN–reading correlation. One hundred and sixty‐nine preschool students were given measures of RAN and additional measures of phonological awareness, lexical search speed, letter knowledge and paired associate learning. Their reading skills were tested a year later along with speed of processing. The influence of the mediators on the RAN–reading correlation was estimated as indirect effects in mediation analyses. Phonological awareness and letter knowledge significantly mediated the RAN–reading relationship, each accounting for a moderate part of the correlation between RAN and reading fluency. Thus, the RAN–reading correlation was partly, but not fully, accounted for by precursors of reading that are currently known. 相似文献
11.
The purpose of this 4-year longitudinal study was to specify the direction of the relationship between RAN and word reading (accuracy and fluency) in Chinese. This is important in light of arguments that the developmental relationships between RAN and reading can disclose changes in the reading processes underlying reading as development proceeds. One hundred thirty-five Mandarin-speaking Chinese children (65 boys, 70 girls; M age = 96.40 months) were assessed on RAN (digits), word-reading accuracy (Character Recognition), and word-reading fluency (One-Minute Reading). The children were assessed on the same measures when they were in Grades 3, 4, and 5. The results of path analysis indicated that the effects between RAN and word reading were unidirectional and subject to the type of reading outcome: Only RAN predicted word reading and only when word reading was operationalized with a reading fluency measure. 相似文献
12.
Previous meta-analyses on the relationship between phonological awareness, rapid automatized naming (RAN), and reading have been conducted primarily in English, an atypical alphabetic orthography. Here, we aimed to examine the association between phonological awareness, RAN, and word reading in a nonalphabetic language (Chinese). A random-effects model analysis of data from 35 studies revealed a moderate relationship of phonological awareness with reading accuracy (r = .36) and reading fluency (r = .39). RAN also correlated significantly with reading accuracy (r = –.38) and reading fluency (r = –.51), but its relationship varied as a function of test type (graphological RAN correlated more strongly with reading than nongraphological RAN) and reading outcome (RAN correlated more strongly with reading fluency than reading accuracy). Age/grade and dialect (Mandarin vs. Cantonese) did not influence the size of the correlations. Taken together, the findings of this meta-analysis suggest that phonological awareness and RAN are universal correlates of word reading. 相似文献
13.
This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities. 相似文献
14.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献15.
George K. Georgiou Mikko Aro Chen-Huei Liao Rauno Parrila 《Scientific Studies of Reading》2015,19(2):135-144
We examined the relationship between rapid automatized naming (RAN) components—articulation time and pause time—and reading fluency across languages varying in orthographic consistency. Three hundred forty-seven Grade 4 children (82 Chinese-speaking Taiwanese children, 90 English-speaking Canadian children, 90 Greek-speaking Cypriot children, and 85 Finnish-speaking children) were assessed on RAN (colors and digits) and reading fluency (word reading efficiency and text reading speed). The results showed that articulation time accounted for more unique variance in reading in the alphabetic orthographies than in Chinese, and pause time for more unique variance in reading in Chinese than in alphabetic orthographies. If automaticity in RAN is manifested with a higher contribution of articulation time to reading fluency than pause time and with a strong relationship between articulation time and pause time, then our findings suggest that automaticity in RAN is reached earlier in alphabetic orthographies than in Chinese. 相似文献
16.
Rapid naming speed and Chinese character recognition 总被引：1，自引：0，他引：1
We examined the relationship between rapid naming speed (RAN) and Chinese character recognition accuracy and fluency. Sixty-three
grade 2 and 54 grade 4 Taiwanese children were administered four RAN tasks (colors, digits, Zhu-Yin-Fu-Hao, characters), and
two character recognition tasks. RAN tasks accounted for more reading variance in grade 4 than in grade 2, and graphological
RAN tasks accounted for more reading variance than RAN Colors. After controlling for age, nonverbal intelligence, phonological
sensitivity, short-term memory, and orthographic processing, RAN tasks were significant predictors of character recognition
fluency in grade 2, and of both accuracy and fluency in grade 4. 相似文献
17.
This study set out to develop and test a pathway model of the relations between general cognitive skills, specifically visual-spatial and spoken and written language skills, and competence in three forms of arithmetic that vary in modes of number representation. A total of 88 Chinese 4-year-olds participated and were tested first in kindergarten second grade (K2) and then in kindergarten third grade (K3). Language skills, including phonological, morphological, and visual-orthographic skills, and visual-spatial skills were measured at K2, and arithmetic outcomes, including written arithmetic, word problems, and nonsymbolic arithmetic, at K3. The results generally supported our model. Specifically, visual-spatial skills contributed to the prediction of all three types of arithmetic outcomes. Morphological skills predicted word problems, whereas phonological skills predicted written arithmetic. Finally, visual-orthographic skills contributed to both written and nonsymbolic arithmetic. These findings underscore the importance of delineating the specificity of cognitive processes in learning diverse forms of arithmetic. 相似文献
18.
Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability. 相似文献
19.
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with
reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems
and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement,
and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits
in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children
would not have been identified as having a reading disability according to assessment of single word reading skills alone,
suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result
in the under-identification of children with reading disabilities. 相似文献
20.
Edith Willburger Barbara Fussenegger Kristina Moll Guilherme Wood Karin Landerl 《Learning and individual differences》2008,18(2):224-236
In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit in rapid naming of quantities. This finding is in line with recent assumptions that dyscalculia is associated with a neurobiological deficit in the processing of numerosities. In the dyslexia/dyscalculia group, RAN deficits were additive, that is, the dyslexia/dyscalculia group exhibited the sum of the deficits found in the dyslexia only and dyscalculia only groups. This finding suggests that the cognitive bases of dyslexia and dyscalculia are independent from each other. Within the naming speed paradigm no differential impact of special demands on the executive functions inhibition and shifting was found for any of the four groups. 相似文献