The anatomy of the RAN-reading relationship

被引：37

作者：

Georgiou, George K. ^{[1
]}

Parrila, Rauno ^{[1
]}

Papadopoulos, Timothy C. ^{[2
]}

机构：

[1] Univ Alberta, Dept Educ Psychol, 5-143 Educ North, Edmonton, AB T6G 2G5, Canada

[2] Univ Cyprus, Nicosia, Cyprus

来源：

READING AND WRITING | 2016年 / 29卷 / 09期

关键词：

Rapid automatized naming; Reading fluency; Orthographic processing; Phonological processing; Speed of processing; Greek; DOUBLE-DEFICIT HYPOTHESIS; NAMING SPEED DEFICITS; PHONOLOGICAL AWARENESS; CHARACTER-RECOGNITION; DYSLEXIC-CHILDREN; ARTICULATION RATE; PROCESSING SPEED; CHINESE; SKILLS; WORD;

D O I：

10.1007/s11145-016-9653-9

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing.

引用

页码：1793 / 1815

页数：23

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