Rapid automatized naming and reading performance: a meta-analysis

Detalhes bibliográficos
Autor(a) principal: Araújo, Susana
Data de Publicação: 2015
Outros Autores: Reis, Alexandra, Petersson, Karl Magnus, Faisca, Luis
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.1/11153
Resumo: Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
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spelling Rapid automatized naming and reading performance: a meta-analysisDouble deficit hypothesisPhonological awarenessPublication biasPoor readersOrthographic consistencyDevelopmental dyslexiaRegular orthographyComponent processesProcessing speedChildrenRapid namingModeratorsMeta-analysisReadingEvidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.American Psychological AssociationSapientiaAraújo, SusanaReis, AlexandraPetersson, Karl MagnusFaisca, Luis2018-12-07T14:52:40Z2015-082015-08-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.1/11153eng0022-066310.1037/edu0000006info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-24T10:22:54Zoai:sapientia.ualg.pt:10400.1/11153Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:02:40.336596Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Rapid automatized naming and reading performance: a meta-analysis
title Rapid automatized naming and reading performance: a meta-analysis
spellingShingle Rapid automatized naming and reading performance: a meta-analysis
Araújo, Susana
Double deficit hypothesis
Phonological awareness
Publication bias
Poor readers
Orthographic consistency
Developmental dyslexia
Regular orthography
Component processes
Processing speed
Children
Rapid naming
Moderators
Meta-analysis
Reading
title_short Rapid automatized naming and reading performance: a meta-analysis
title_full Rapid automatized naming and reading performance: a meta-analysis
title_fullStr Rapid automatized naming and reading performance: a meta-analysis
title_full_unstemmed Rapid automatized naming and reading performance: a meta-analysis
title_sort Rapid automatized naming and reading performance: a meta-analysis
author Araújo, Susana
author_facet Araújo, Susana
Reis, Alexandra
Petersson, Karl Magnus
Faisca, Luis
author_role author
author2 Reis, Alexandra
Petersson, Karl Magnus
Faisca, Luis
author2_role author
author
author
dc.contributor.none.fl_str_mv Sapientia
dc.contributor.author.fl_str_mv Araújo, Susana
Reis, Alexandra
Petersson, Karl Magnus
Faisca, Luis
dc.subject.por.fl_str_mv Double deficit hypothesis
Phonological awareness
Publication bias
Poor readers
Orthographic consistency
Developmental dyslexia
Regular orthography
Component processes
Processing speed
Children
Rapid naming
Moderators
Meta-analysis
Reading
topic Double deficit hypothesis
Phonological awareness
Publication bias
Poor readers
Orthographic consistency
Developmental dyslexia
Regular orthography
Component processes
Processing speed
Children
Rapid naming
Moderators
Meta-analysis
Reading
description Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed.
publishDate 2015
dc.date.none.fl_str_mv 2015-08
2015-08-01T00:00:00Z
2018-12-07T14:52:40Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.1/11153
url http://hdl.handle.net/10400.1/11153
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0022-0663
10.1037/edu0000006
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dc.publisher.none.fl_str_mv American Psychological Association
publisher.none.fl_str_mv American Psychological Association
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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