Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1

George K. Georgiou, Niki Tziraki, George Manolitsis, Argyro Fella

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)481-496
Number of pages16
JournalJournal of Experimental Child Psychology
Volume115
Issue number3
DOIs
Publication statusPublished - Jul 2013
Externally publishedYes

Keywords

  • Greek
  • Mathematics
  • Phonological awareness
  • Rapid automatized naming
  • Reading
  • Speed of processing
  • Working memory

Fingerprint

Dive into the research topics of 'Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1'. Together they form a unique fingerprint.

Cite this