Título RAN and orthographic processing: What can syllable frequency tell us about this relationship?
Autores Onochie-Quintanilla, Eduardo , Defior, Silvia A. , SIMPSON, IAN CRAIG
Publicación externa No
Medio J Exp Child Psychol
Alcance Article
Naturaleza Científica
Cuartil JCR 2
Cuartil SJR 1
Impacto JCR 2.30100
Impacto SJR 1.84100
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061531029&doi=10.1016%2fj.jecp.2019.01.002&partnerID=40&md5=05cfefe0bdf5d7ea40f5d50c1dc74b96
Fecha de publicacion 01/06/2019
ISI 000462693400001
Scopus Id 2-s2.0-85061531029
DOI 10.1016/j.jecp.2019.01.002
Abstract Many explanations accounting for rapid automatized naming\'s (RAN) relationship with reading have been proposed. One of the most debated perspectives argues that RAN measures orthographic processing, defined as the ability to process groups of letters or entire words as single units. Given that reading familiar spelling patterns will rely on orthographic processing more than reading unfamiliar spelling patterns, manipulating orthographic syllable frequency can be a useful tool to examine RAN\'s relationship with orthographic familiarity. To meet this aim, RAN\'s concurrent and longitudinal contribution to reading speed of nonwords composed of high and low syllable frequency, as well as real words, was assessed in a sample of 142 Spanish children. RAN, phonological skills, and visual skills were measured in kindergarten and Grade 5, whereas reading speed was measured in Grade 5 only. Both longitudinal and concurrent path analyses revealed that RAN made a comparable contribution to the reading of both types of nonwords as well as to real-word reading. This suggests that the reading related cognitive ability measured by RAN operates at a grapho-phonemic, grapho-syllabic, and whole-word level. The current results do not support the view of RAN as a measure of orthographic processing. (C) 2019 Elsevier Inc. All rights reserved.
Palabras clave Rapid automatized naming; Orthographic processing; Syllable frequency; Longitudinal design; Decoding fluency; Early-diagnostic measure
Miembros de la Universidad Loyola

Change your preferences Gestionar cookies