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Related Experiment Video

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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Long-term cognitive dynamics of fluent reading development.

Anniek Vaessen¹, Leo Blomert

¹Department of Cognitive Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre, 6200 MD Maastricht, The Netherlands. a.vaessen@maastrichtuniversity.nl

Journal of Experimental Child Psychology

|January 1, 2010

Summary

Reading development involves a shift in cognitive functions. Phonological awareness and rapid automatized naming are crucial, with their roles changing as reading skills improve, especially for familiar words.

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Area of Science:

Cognitive psychology
Developmental psychology
Educational neuroscience

Background:

Reading development theories propose a transition from subword decoding to automatic orthographic processing.
This study investigates the cognitive shifts accompanying reading skill progression.

Purpose of the Study:

To examine the changing roles of phonological awareness (PA) and rapid automatized naming (RAN) in reading fluency.
To understand how reading experience influences the relationship between these cognitive skills and word recognition.

Main Methods:

Longitudinal study of a large school sample across six primary grades.
Statistical analysis of cognitive functions (PA, RAN) and reading fluency measures.
Examination of effects on word and pseudoword reading, differentiating by word frequency.

Main Results:

Phonological awareness and RAN consistently predict reading fluency.
The contribution of PA to word reading fluency decreases with reading experience.
The contribution of RAN to word reading fluency increases with reading experience, particularly for high-frequency words.

Conclusions:

Reading development involves a dynamic shift in cognitive processing, not a simple replacement.
A unified reading network develops, adapting processing load based on word familiarity and experience.
RAN becomes increasingly important for fluent reading of familiar words as proficiency grows.