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Infant Auditory Processing and Event-related Brain Oscillations
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Development of serial processing in reading and rapid naming.

Athanassios Protopapas1, Angeliki Altani, George K Georgiou

  • 1Department of Philosophy and History of Science, University of Athens, GR-15771 Zografos, Greece.

Journal of Experimental Child Psychology
|October 1, 2013
PubMed
Summary
This summary is machine-generated.

Rapid automatized naming (RAN) skills evolve with age, shifting from processing individual words to serial word processing for reading fluency. This study reveals developmental changes in cognitive strategies for naming and reading in children.

Keywords:
DevelopmentFluencyGreekRANReadingSerial processes

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Serial rapid automatized naming (RAN) correlates with reading fluency, suggesting serial processing is key.
  • The exact nature of the RAN-reading relationship and its developmental trajectory requires further investigation.

Purpose of the Study:

  • To examine the developmental changes in the relationship between discrete and serial naming and reading fluency.
  • To investigate the underlying cognitive processes in Greek children across different grade levels.

Main Methods:

  • Tested 107 Grade 2 and 107 Grade 6 Greek children on discrete and serial naming of digits, objects, and words.
  • Utilized confirmatory factor analysis to model the latent structure of naming and reading.

Main Results:

  • Correlation between discrete and serial word reading was high in Grade 2, moderate in Grade 6.
  • Reading-naming structure fit Grade 2 data; serial-discrete structure fit Grade 6 data.
  • Indicated significant developmental changes in cognitive processes for naming and reading.

Conclusions:

  • The RAN-reading relationship shows superficial stability but underlying cognitive processes change significantly with development.
  • Younger children (Grade 2) rely more on discrete word naming, while older children (Grade 6) employ more complex serial processing.
  • These shifts suggest the development of endogenous control over cognitive cascades for efficient reading and naming.