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RAN and orthographic processing: What can syllable frequency tell us about this relationship?
Eduardo Onochie-Quintanilla1, Silvia A Defior1, Ian C Simpson2
1Departamento de Psicología Evolutiva y de la Educación, Universidad de Granada, 18071 Granada, Spain.
Journal of Experimental Child Psychology
|February 20, 2019
Summary
Rapid Automatized Naming (RAN) contributes to reading skills across different word types, including nonwords and real words. Findings suggest RAN measures broader grapho-phonemic and grapho-syllabic processing, not solely orthographic processing.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- The relationship between Rapid Automatized Naming (RAN) and reading is complex.
- A prominent theory posits that RAN primarily measures orthographic processing, the ability to recognize letter groups or words as units.
- Orthographic syllable frequency is proposed as a key factor in examining this relationship.
Purpose of the Study:
- To investigate the concurrent and longitudinal contribution of RAN to reading speed.
- To assess RAN's role in reading nonwords of varying syllable frequency and real words.
- To determine if RAN specifically measures orthographic processing.
Main Methods:
- Assessed RAN, phonological, and visual skills in 142 Spanish children from kindergarten to Grade 5.
- Measured reading speed for high and low syllable frequency nonwords, and real words in Grade 5.
- Employed longitudinal and concurrent path analyses.
Main Results:
- RAN demonstrated a comparable contribution to reading speed across high-frequency nonwords, low-frequency nonwords, and real words.
- Both concurrent and longitudinal analyses supported these findings.
- The results indicate RAN's involvement in multiple processing levels.
Conclusions:
- The cognitive ability measured by RAN is not solely orthographic processing.
- RAN appears to contribute to grapho-phonemic, grapho-syllabic, and whole-word reading levels.
- This challenges the perspective of RAN as a pure measure of orthographic processing.
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