Abstract
Previous studies have shown that rapid automatized naming (RAN) is a correlate of early reading skills; however, the interpretation of this finding remains controversial. We present the results from a 3-year longitudinal study. RAN, measured with nonalphabetic stimuli before reading instruction has begun, is a predictor of later growth in reading fluency. After reading instruction has started, RAN continues to exert an influence on the development of reading fluency over the next 2 years. However, there is no evidence of a reciprocal influence of reading fluency on the growth of RAN skill. We suggest that RAN taps the integrity of left-hemisphere object-recognition and naming circuits that are recruited to function as a critical component of the child's developing visual word-recognition system.
| Original language | English |
|---|---|
| Pages (from-to) | 1040-1048 |
| Number of pages | 9 |
| Journal | Psychological Science |
| Volume | 20 |
| Issue number | 8 |
| Publication status | Published - Aug 2009 |
Keywords
- DOUBLE-DEFICIT HYPOTHESIS
- WORD FORM AREA
- PROCESSING SPEED
- ACQUISITION
- ORTHOGRAPHY
- ABILITIES
- CHILDREN
- SKILLS
- LEVEL