Rapid automatized naming and reading performance: a meta-analysis
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , , |
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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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 |
status_str |
publishedVersion |
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 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
American Psychological Association |
publisher.none.fl_str_mv |
American Psychological Association |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133261561069568 |