TY - JOUR
T1 - Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1
AU - Georgiou, George K.
AU - Tziraki, Niki
AU - Manolitsis, George
AU - Fella, Argyro
N1 - Copyright:
Copyright 2014 Elsevier B.V., All rights reserved.
PY - 2013/7
Y1 - 2013/7
N2 - We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math.
AB - We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math.
KW - Greek
KW - Mathematics
KW - Phonological awareness
KW - Rapid automatized naming
KW - Reading
KW - Speed of processing
KW - Working memory
UR - http://www.scopus.com/inward/record.url?scp=84877921593&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2013.01.004
DO - 10.1016/j.jecp.2013.01.004
M3 - Article
C2 - 23506806
AN - SCOPUS:84877921593
SN - 0022-0965
VL - 115
SP - 481
EP - 496
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
IS - 3
ER -