Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German

Abstract: We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; Mage = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, ...

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: In: Reading and writing 34 (2021) 9, S. 2317-2336 ; ISSN: 1573-0905 ; (DE-600)1193661-7

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Frankfurt
• (who): DIPF Frankfurt am Main, NP-Ablieferer
• (when): 2021
• Creator: Huschka, Sina Simone ; Georgiou, George K. ; Brandenburg, Janin ; Ehm, Jan-Henning ; Hasselhorn, Marcus

Further information

• DOI: 10.25656/01:25460
• URN: urn:nbn:de:0111-pedocs-254603
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:48 PM CET