Reference : The power of vowels: Contributions of vowel, consonant and digit RAN to clinical appr...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/32931

Title :	The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
Language :	English
Translated title :	[en] The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
Author, co-author :	Hornung, Caroline [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >]
	Fayol, Michel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	5-Jul-2017
Journal title :	Learning and Individual Differences
Publisher :	Elsevier Science
Volume :	57
Pages :	85-102
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	1041-6080
e-ISSN :	1873-3425
Keywords :	[en] Rapid automatized naming ; Reading skills ; Longitudinal study ; children ; vowels
Abstract :	[en] The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Less research investigated the incremental contributions of distinct RAN measures to reading skills in beginning readers. Ninety-three children from kindergarten and first grade completed four different RAN measures involving color, digit, vowel, and consonant naming at the end of the school year. Six months later these children were either in first or in second grade and completed several reading measures. The results emphasize that vowel RAN was a strong and unique predictor for reading accuracy in first grade. Vowel RAN and digit RAN were both significant predictors for reading speed in second grade. The current findings underline that vowel RAN is a promising predictor for reading outcomes (i.e., accuracy and speed) at the beginning of elementary school. RAN performance did however not significantly predict second grade reading comprehension. Results and practical implications will be discussed.
Research centres :	LUCET
Funders :	University of Luxembourg - UL
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/32931
DOI :	10.1016/j.lindif.2017.06.006
Other URL :	http://www.sciencedirect.com/science/article/pii/S1041608017301231

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